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Linscott-Rumford
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2025 Official Accountability Report - Linscott-Rumford
Organization Information
DISTRICT NAME
Woburn (03470000)		TITLE I STATUS
Title I School
SCHOOL
Linscott-Rumford (03470025)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Limited or no progress toward targets
Progress toward improvement targetsAccountability percentile
22% - Limited or no progress toward targets54

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage25%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		22%
Limited or no progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24----
Mathematics achievement04----
Science achievement04----
Achievement total21260.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.09.6----
Percentage of possible points 21%---
2025 Annual criterion-referenced target percentage21%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-14-
Mathematics achievement24-14-
Science achievement04----
Achievement total21267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.410.3-2.07.6-
Percentage of possible points 23%-26%-
2024 Annual criterion-referenced target percentage25%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
70

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage59%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.87.6-
Percentage of possible points 50%-
2025 Annual criterion-referenced target percentage50%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement44-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.57.6-
Percentage of possible points 59%-
2024 Annual criterion-referenced target percentage59%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.3 500.4 2.1 501.5 952Recovery Path: Improved Below Target
Lowest Performing---- 19--
High Needs 489.3 493.8 4.5 493.1 554Recovery Path: Exceeded Target
English Learners and Former English Learners---- 25--
Low Income 486.6 494.2 7.6 491.1 294Recovery Path: Exceeded Target
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 9--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 498.1 497.6 -0.5 500.8 611Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.4 499.4 -1.0 502.8 960Recovery Path: Declined
Lowest Performing---- 19--
High Needs 494.0 492.7 -1.3 496.4 550Recovery Path: Declined
English Learners and Former English Learners---- 25--
Low Income 492.9 491.1 -1.8 495.5 290Recovery Path: Declined
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 9--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 500.9 497.8 -3.1 502.9 620Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.6 494.2 -9.4 506.3 200Path Forward: Declined
Lowest Performing---- 12--
High Needs---- 12--
English Learners and Former English Learners---- 5--
Low Income---- 7--
Students with Disabilities---- 6--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 1--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 15--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.2 532Typical Growth - Low
Lowest Performing- 19--
High Needs 51.2 273Typical Growth - High
English Learners and Former English Learners- 11--
Low Income- 14--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 6--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 45.0 392Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.2 542Typical Growth - Low
Lowest Performing- 19--
High Needs 45.7 282Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income- 15--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 7--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 38.4 391Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 65.5 60.5 -5.0 70.9 380Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners-------
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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 12.5 20.7 8.2 11.2 1790Declined
Lowest Performing---- 19--
High Needs 12.8 26.4 13.6 10.2 1060Declined
English Learners and Former English Learners---- 55--
Low Income 16.7 27.9 11.2 13.0 680Declined
Students with Disabilities---- 37--
American Indian or Alaska Native-------
Asian---- 27--
Black or African American---- 17--
Hispanic or Latino---- 31--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander---- 1--
White 11.1 16.3 5.2 9.7 980Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 98 98100Yes 1 99 99100Yes 1 21 21100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 57 57 57 57 13 13 127 127100Yes1
English Learners and Former English Learners 26 26 26 26 6 6 58 58100Yes1
Low Income 30 30 30 30 7 7 67 67100Yes1
Students with Disabilities 23 23 23 23 6 6 52 52100Yes1
American Indian or Alaska Native-----------
Asian 13 13 13 13 0 0 26----
Black or African American 10 10 10 10 5 5 25----
Hispanic or Latino 10 10 10 10 1 1 21----
Multi-Race, Not Hispanic or Latino 3 3 3 3 0 0 6----
Native Hawaiian or Other Pacific Islander-----------
White 62 62 63 63 15 15 140 140100Yes1


About this report

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.


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