Massachusetts School and District Profiles

Lincoln

Districts
Schools

2024

2024 Official Accountability Report - Lincoln

Organization Information

DISTRICT NAME
Melrose (01780000)

TITLE I STATUS
Title I School

SCHOOL
Lincoln (01780020)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
60% - Substantial progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	63%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	60%
	Substantial progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.8	9.6	-	6.5	7.6	-
Percentage of possible points		29%		-	86%		-
2024 Annual criterion-referenced target percentage		57%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	0	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.0	9.6	-	4.0	7.6	-
Percentage of possible points		73%		-	53%		-
2023 Annual criterion-referenced target percentage		63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	54%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	34%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.1	10.3	-
Percentage of possible points		20%		-
2024 Annual criterion-referenced target percentage		20%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2023 Annual criterion-referenced target percentage		54%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	503.2	502.0	-1.2	506.2	200	0	Recovery Path: Declined
Lowest Performing	469.0	474.8	5.8	474.1	27	4	Path Forward: Exceeded Target
High Needs	490.2	487.6	-2.6	493.0	98	0	Recovery Path: Declined
English Learners and Former English Learners	487.4	487.4	0.0	491.3	49	1	Recovery Path: No Change
Low Income	487.5	486.2	-1.3	490.3	64	0	Recovery Path: Declined
Students with Disabilities	483.2	478.2	-5.0	485.7	46	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	498.2	498.7	0.5	506.0	26	2	Recovery Path: Improved Below Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.1	503.8	-2.3	508.6	118	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	504.3	505.3	1.0	506.7	200	2	Recovery Path: Improved Below Target
Lowest Performing	472.2	477.3	5.1	476.5	27	4	Recovery Path: Exceeded Target
High Needs	491.8	491.4	-0.4	494.1	98	1	Recovery Path: No Change
English Learners and Former English Learners	490.7	491.4	0.7	493.9	49	2	Recovery Path: Improved Below Target
Low Income	489.0	486.0	-3.0	491.4	64	0	Path Forward: Declined
Students with Disabilities	485.2	483.3	-1.9	488.4	46	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.0	507.5	2.5	509.9	26	3	Recovery Path: Met Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.2	507.9	1.7	508.4	118	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	503.6	494.7	-8.9	507.0	65	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	490.1	483.5	-6.6	493.6	36	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	482.3	479.6	-2.7	486.7	23	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	499.2	-5.5	507.0	38	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	51.8	119	3	Typical Growth - High
Lowest Performing	53.5	26	3	Typical Growth - High
High Needs	50.7	62	3	Typical Growth - High
English Learners and Former English Learners	63.1	30	4	Exceeded Typical Growth
Low Income	54.1	42	3	Typical Growth - High
Students with Disabilities	43.5	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.6	76	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	52.1	119	3	Typical Growth - High
Lowest Performing	46.4	26	2	Typical Growth - Low
High Needs	47.0	62	2	Typical Growth - Low
English Learners and Former English Learners	56.1	30	3	Typical Growth - High
Low Income	43.7	42	2	Typical Growth - Low
Students with Disabilities	44.4	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.5	76	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	66.1	61.8	-4.3	68.3	55	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.1	61.8	-4.3	68.3	55	0	Declined
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	13.2	11.2	-2.0	12.1	357	4	Exceeded Target
Lowest Performing	11.1	14.8	3.7	7.8	27	0	Declined
High Needs	17.7	15.5	-2.2	15.6	174	3	Met Target
English Learners and Former English Learners	17.4	14.0	-3.4	14.4	93	3	Met Target
Low Income	20.2	19.1	-1.1	15.9	115	2	Improved Below Target
Students with Disabilities	15.9	15.2	-0.7	13.4	66	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	13.6	5.0	-8.6	11.5	60	4	Exceeded Target
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	30	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	35	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.6	11.8	1.2	9.4	204	0	Declined

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	208	208	100	Yes	1	208	207	100	Yes	1	68	68	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	105	105	105	104	39	39	249	248	100	Yes	1
English Learners and Former English Learners	54	54	54	53	19	19	127	126	99	Yes	1
Low Income	69	69	69	68	25	25	163	162	99	Yes	1
Students with Disabilities	47	47	47	47	19	19	113	113	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	30	11	11	71	71	100	Yes	1
Black or African American	16	16	16	16	6	6	38	-	-	-	-
Hispanic or Latino	18	18	18	17	6	6	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	23	23	23	23	6	6	52	52	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	121	121	121	121	39	39	281	281	100	Yes	1

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of Accountability Terms