Massachusetts School and District Profiles

Lincoln Street 3-5 Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lincoln Street 3-5 Elementary School

Organization Information

DISTRICT NAME
Franklin (01010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Lincoln Street 3-5 Elementary School (01010014)

GRADES SERVED
03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
83% - Meeting or exceeding targets	86

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	-	83%
Weight	0%	100%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	83%
	Meeting or exceeding targets

2026 Points awarded

2026 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	3	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	6	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		8.5	10.3	-	-	-	-
Percentage of possible points		83%		-	-		-
2026 Annual criterion-referenced target percentage		83%

2025 Points awarded

2025 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	-	-	-	-	-	-
	Mathematics achievement	-	-	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	-	-	-	-	-	-
Growth	English language arts growth	-	-	-	-	-	-
	Mathematics growth	-	-	-	-	-	-
	Growth total	-	-	-	-	-	-
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	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	-	-	-	-	-	-
Weighted total		-	-	-	-	-	-
Percentage of possible points		-		-	-		-
2025 Annual criterion-referenced target percentage		-

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

	2025	2026
Annual criterion-referenced target percentage	-	23%
Weight	0%	100%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	Limited or no progress toward targets

2026 Points awarded

2026 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	0	4	-
	Science achievement	1	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		2.4	10.3	-
Percentage of possible points		23%		-
2026 Annual criterion-referenced target percentage		23%

2025 Points awarded

2025 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	-	-	-
	Mathematics achievement	-	-	-
	Science achievement	-	-	-
	Achievement total	-	-	-
Growth	English language arts growth	-	-	-
	Mathematics growth	-	-	-
	Growth total	-	-	-
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	-	-	-
	Advanced coursework completion	-	-	-
	Additional indicators total	-	-	-
Weighted total		-	-	-
Percentage of possible points		-		-
2025 Annual criterion-referenced target percentage		-

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.9	505.5	1.6	506.2	539	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	490.5	488.7	-1.8	493.4	161	0	Path Forward: Declined
English Learners and Former English Learners	495.0	497.1	2.1	497.5	29	3	Path Forward: Met Target
Low Income	490.1	492.1	2.0	492.5	56	3	Path Forward: Met Target
Students with Disabilities	484.6	483.5	-1.1	487.9	116	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.1	508.2	-5.9	517.2	43	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	492.6	495.7	3.1	495.1	30	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	5	-	-
White	504.5	505.9	1.4	506.9	443	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.3	510.6	1.3	511.8	536	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	494.7	493.9	-0.8	497.4	160	0	Path Forward: Declined
English Learners and Former English Learners	504.4	507.6	3.2	507.9	29	3	Path Forward: Met Target
Low Income	492.3	494.0	1.7	495.1	55	2	Path Forward: Improved Below Target
Students with Disabilities	488.2	489.1	0.9	491.6	115	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.3	523.0	1.7	525.3	43	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	496.3	499.3	3.0	498.9	30	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	5	-	-
White	510.0	510.3	0.3	512.8	441	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.8	507.4	2.6	508.4	182	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	492.6	492.2	-0.4	496.4	63	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	490.2	495.7	5.5	494.2	20	4	Path Forward: Exceeded Target
Students with Disabilities	486.1	485.0	-1.1	489.9	46	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	5	-	-
White	505.5	507.7	2.2	509.2	147	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.3	356	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	53.2	102	3	Typical Growth - High
English Learners and Former English Learners	57.8	24	3	Typical Growth - High
Low Income	53.1	38	3	Typical Growth - High
Students with Disabilities	51.6	68	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	52.0	28	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	50.3	21	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	5	-	-
White	52.9	292	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.2	354	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	54.7	102	3	Typical Growth - High
English Learners and Former English Learners	59.5	24	3	Typical Growth - High
Low Income	50.4	38	3	Typical Growth - High
Students with Disabilities	54.6	68	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	68.5	28	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	47.3	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	5	-	-
White	51.9	290	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	7.8	5.2	-2.6	6.3	556	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	13.4	8.8	-4.6	11.0	170	4	Exceeded Target
English Learners and Former English Learners	13.4	2.9	-10.5	9.9	35	4	Exceeded Target
Low Income	19.6	14.8	-4.8	16.4	61	4	Exceeded Target
Students with Disabilities	11.1	9.3	-1.8	7.5	118	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	6.1	6.5	0.4	2.8	46	1	No Change
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	20.9	9.4	-11.5	16.7	32	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	5	-	-
White	6.4	4.6	-1.8	4.6	454	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	547	545	100	Yes	1	547	542	99	Yes	1	186	184	99	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	168	167	168	166	66	65	402	398	99	Yes	1
English Learners and Former English Learners	33	33	33	33	12	12	78	78	100	Yes	1
Low Income	59	59	59	58	22	22	140	139	99	Yes	1
Students with Disabilities	117	116	117	115	47	46	281	277	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	44	44	44	44	14	14	102	102	100	Yes	1
Black or African American	10	10	10	10	4	4	24	-	-	-	-
Hispanic or Latino	31	31	31	31	10	10	72	72	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	8	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	5	5	5	5	5	5	15	-	-	-	-
White	448	446	448	444	151	149	1,047	1,039	99	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