Massachusetts School and District Profiles

Lincoln-Sudbury Regional High

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Schools

2025

2025 Official Accountability Report - Lincoln-Sudbury Regional High

Organization Information

DISTRICT NAME
Lincoln-Sudbury (06950000)

TITLE I STATUS
Title I School

SCHOOL
Lincoln-Sudbury Regional High (06950505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	84

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	71%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	63%
	Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	10	12	47.5	3	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		8.5	10.7	-	3.6	10.3	-
Percentage of possible points		79%		-	35%		-
2025 Annual criterion-referenced target percentage		57%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	2	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	2	4	-
	Achievement total	11	12	47.5	7	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	0	4	10.0
Weighted total		9.1	10.7	-	5.9	10.3	-
Percentage of possible points		85%		-	57%		-
2024 Annual criterion-referenced target percentage		71%

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

	2024	2025
Annual criterion-referenced target percentage	36%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	36%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.9	10.7	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
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	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	5	8	10.0
Weighted total		3.8	10.7	-
Percentage of possible points		36%		-
2024 Annual criterion-referenced target percentage		36%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	520.0	514.5	-5.5	522.0	325	3	Recovery Path: Met Target
Lowest Performing	497.4	492.3	-5.1	501.0	74	0	Path Forward: Declined
High Needs	502.2	497.5	-4.7	504.1	84	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	502.5	499.2	-3.3	504.6	31	0	Recovery Path: Declined
Students with Disabilities	498.2	494.4	-3.8	500.1	64	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	530.7	521.4	-9.3	534.1	37	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	512.8	501.9	-10.9	515.5	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	521.3	515.1	-6.2	522.6	218	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	522.3	517.4	-4.9	523.4	324	4	Path Forward: Exceeded Target
Lowest Performing	497.3	495.2	-2.1	500.6	74	3	Path Forward: Met Target
High Needs	500.4	500.1	-0.3	503.1	85	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	498.9	499.8	0.9	503.4	31	2	Path Forward: Improved Below Target
Students with Disabilities	496.5	497.7	1.2	499.0	65	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	539.2	528.9	-10.3	542.6	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	510.2	500.5	-9.7	514.4	27	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	523.6	518.0	-5.6	524.7	218	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	515.2	511.2	-4.0	517.5	318	3	Recovery Path: Met Target
Lowest Performing	492.6	487.2	-5.4	495.2	73	0	Path Forward: Declined
High Needs	496.6	494.3	-2.3	498.9	83	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	491.2	492.2	1.0	494.9	30	2	Recovery Path: Improved Below Target
Students with Disabilities	493.9	491.0	-2.9	496.4	64	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.2	522.9	-5.3	530.3	36	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	506.5	495.8	-10.7	509.7	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	516.4	511.1	-5.3	518.9	215	3	Recovery Path: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.6	306	2	Typical Growth - Low
Lowest Performing	50.6	74	3	Typical Growth - High
High Needs	48.8	78	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	45.8	27	2	Typical Growth - Low
Students with Disabilities	49.6	61	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	50.9	34	3	Typical Growth - High
Black or African American	-	10	-	-
Hispanic or Latino	50.0	24	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.9	208	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.1	305	2	Typical Growth - Low
Lowest Performing	48.6	74	2	Typical Growth - Low
High Needs	46.2	79	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	41.2	27	2	Typical Growth - Low
Students with Disabilities	49.8	62	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	45.3	32	2	Typical Growth - Low
Black or African American	-	10	-	-
Hispanic or Latino	47.8	24	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.3	208	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.9	97.4	-1.5	95.0	349	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.2	91.8	-5.4	95.0	110	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	96.2	96.4	0.2	95.0	56	4	Exceeded Target
Students with Disabilities	95.8	89.3	-6.5	95.0	75	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	36	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.6	96.9	-2.7	95.0	262	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.0	99.4	0.4	95.0	353	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.0	98.1	1.1	95.0	106	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	95.4	98.1	2.7	95.0	52	4	Exceeded Target
Students with Disabilities	95.8	97.2	1.4	95.0	71	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	47	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	99.0	99.6	0.6	95.0	261	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.1	0.2	0.1	1.0	1,459	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.5	0.8	0.3	1.0	397	3	Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	0.8	0.0	-0.8	1.0	132	4	Exceeded Target
Students with Disabilities	0.7	1.0	0.3	1.0	302	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	1.1	0.0	-1.1	1.0	131	4	Exceeded Target
Black or African American	-	-	-	-	77	-	-
Hispanic or Latino	0.0	0.0	0.0	1.0	100	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	118	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	0.1	0.3	0.2	1.0	1,029	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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 - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	6.5	6.8	0.3	5.4	1,444	4	Exceeded Target
Lowest Performing	15.3	8.1	-7.2	11.3	74	4	Exceeded Target
High Needs	15.0	15.8	0.8	11.9	406	0	Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	22.8	24.1	1.3	18.6	141	0	Declined
Students with Disabilities	14.3	15.6	1.3	10.4	315	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.0	4.9	1.9	1.1	144	4	Exceeded Target
Black or African American	-	-	-	-	72	-	-
Hispanic or Latino	21.4	18.9	-2.5	17.4	111	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	110	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	4.4	5.1	0.7	3.0	1,004	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	81.9	82.0	0.1	84.0	760	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	50.7	51.9	1.2	56.7	210	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	52.1	51.9	-0.2	57.9	77	1	No Change
Students with Disabilities	45.7	46.9	1.2	53.4	162	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	96.1	93.4	-2.7	95.0	76	3	Met Target
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	48.9	58.6	9.7	55.3	58	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	50	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	85.9	86.9	1.0	88.4	527	3	Met Target

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	336	327	97	Yes	1	332	326	98	Yes	1	333	326	98	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	93	85	92	86	91	85	276	256	95	Yes	2
English Learners and Former English Learners	8	8	8	8	8	8	24	-	-	-	-
Low Income	32	31	32	31	32	31	96	93	97	Yes	1
Students with Disabilities	73	65	72	66	71	65	216	196	93	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	37	37	35	35	37	37	109	109	100	Yes	1
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	27	27	27	27	27	26	81	80	99	Yes	1
Multi-Race, Not Hispanic or Latino	33	32	33	33	33	33	99	98	99	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	227	219	225	219	224	218	676	656	97	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