Massachusetts School and District Profiles

Lawrence High School

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Schools

2026

Accountability Report

2026 Official Accountability Report - Lawrence High School

Organization Information

DISTRICT NAME
Lawrence (01490000)

TITLE I STATUS
Title I School

SCHOOL
Lawrence High School (01490515)

GRADES SERVED
09,10,11,12

REGION
Strategic Transformation

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: Students with Disabilities

Progress toward improvement targets	Accountability percentile
21% - Limited or no progress toward targets	4

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	12%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no progress toward targets

2026 Points awarded

2026 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	1	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	3	12	40.0	2	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	1	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		3.5	10.0	-	1.8	10.3	-
Percentage of possible points		35%		-	18%		-
2026 Annual criterion-referenced target percentage		26%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	0	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	1	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
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		1.5	10.0	-	0.9	10.3	-
Percentage of possible points		15%		-	9%		-
2025 Annual criterion-referenced target percentage		12%

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	13%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	1	4	-
	Annual dropout rate	3	4	-
	High school completion total	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.8	10.7	-
Percentage of possible points		36%		-
2026 Annual criterion-referenced target percentage		36%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	1	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	7	8	10.0
Weighted total		1.4	10.7	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.5	475.3	-0.2	477.5	739	1	Recovery Path: No Change
Lowest Performing	457.3	455.5	-1.8	462.4	131	0	Path Forward: Declined
High Needs	473.1	473.4	0.3	477.4	669	2	Path Forward: Improved Below Target
English Learners and Former English Learners	461.0	462.9	1.9	464.5	346	2	Path Forward: Improved Below Target
Low Income	473.6	474.0	0.4	478.5	627	2	Path Forward: Improved Below Target
Students with Disabilities	466.6	464.7	-1.9	469.0	123	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	474.7	474.6	-0.1	476.2	702	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	474.9	476.6	1.7	479.0	732	2	Path Forward: Improved Below Target
Lowest Performing	461.7	462.1	0.4	466.8	131	2	Path Forward: Improved Below Target
High Needs	473.0	475.2	2.2	477.2	662	2	Path Forward: Improved Below Target
English Learners and Former English Learners	466.5	468.8	2.3	471.6	340	2	Path Forward: Improved Below Target
Low Income	473.3	475.4	2.1	477.1	621	2	Path Forward: Improved Below Target
Students with Disabilities	468.2	469.8	1.6	472.3	122	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	474.2	476.0	1.8	478.0	695	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.5	472.8	-3.7	479.5	669	0	Recovery Path: Declined
Lowest Performing	459.0	455.4	-3.6	462.9	131	0	Path Forward: Declined
High Needs	474.2	471.3	-2.9	477.4	602	0	Recovery Path: Declined
English Learners and Former English Learners	464.7	464.2	-0.5	468.6	303	1	Recovery Path: No Change
Low Income	474.6	471.7	-2.9	478.2	564	0	Recovery Path: Declined
Students with Disabilities	466.3	464.6	-1.7	469.5	115	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	475.8	472.1	-3.7	479.7	635	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.7	571	1	Low Growth
Lowest Performing	34.1	131	1	Low Growth
High Needs	37.2	508	1	Low Growth
English Learners and Former English Learners	36.6	206	1	Low Growth
Low Income	37.4	477	1	Low Growth
Students with Disabilities	32.4	106	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	37.2	543	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	11	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	34.3	580	1	Low Growth
Lowest Performing	35.4	131	1	Low Growth
High Needs	33.7	517	1	Low Growth
English Learners and Former English Learners	34.5	214	1	Low Growth
Low Income	33.9	486	1	Low Growth
Students with Disabilities	37.7	105	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	33.8	551	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	12	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	86.5	86.7	0.2	91.0	810	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.0	86.4	0.4	91.1	780	2	Improved Below Target
English Learners and Former English Learners	79.4	82.7	3.3	85.0	439	2	Improved Below Target
Low Income	86.1	86.4	0.3	91.4	750	2	Improved Below Target
Students with Disabilities	69.4	73.3	3.9	78.5	105	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	86.3	87.2	0.9	92.7	775	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.8	89.7	-0.1	92.5	661	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.6	89.3	-0.3	93.2	636	1	No Change
English Learners and Former English Learners	83.6	85.3	1.7	90.6	272	2	Improved Below Target
Low Income	89.8	89.4	-0.4	94.1	624	1	No Change
Students with Disabilities	79.2	77.6	-1.6	86.2	98	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	89.4	89.7	0.3	93.5	619	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	17	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.0	1.6	-0.4	1.8	3,418	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.0	1.8	-0.2	1.8	3,075	3	Met Target
English Learners and Former English Learners	2.8	2.8	0.0	2.5	1,617	1	No Change
Low Income	1.9	1.5	-0.4	1.7	2,801	4	Exceeded Target
Students with Disabilities	3.0	0.6	-2.4	2.7	488	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	33	-	-
Black or African American	-	-	-	-	51	-	-
Hispanic or Latino	2.0	1.6	-0.4	1.8	3,258	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	69	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	13.8	17.2	3.4	15.3	1,194	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	13.8	17.2	3.4	15.3	1,194	3	Met Target
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	28.0	26.6	-1.4	25.0	3,273	2	Improved Below Target
Lowest Performing	31.7	32.8	1.1	24.8	131	0	Declined
High Needs	29.1	27.4	-1.7	25.5	2,991	2	Improved Below Target
English Learners and Former English Learners	28.2	26.8	-1.4	23.8	1,761	2	Improved Below Target
Low Income	29.7	27.8	-1.9	25.7	2,738	2	Improved Below Target
Students with Disabilities	33.2	36.9	3.7	29.4	464	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	31	-	-
Black or African American	-	-	-	-	59	-	-
Hispanic or Latino	28.4	26.9	-1.5	24.5	3,107	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	66	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	82.1	75.9	-6.2	86.9	1,524	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.5	74.7	-6.8	86.6	1,385	0	Declined
English Learners and Former English Learners	78.5	73.7	-4.8	86.1	837	0	Declined
Low Income	81.7	74.6	-7.1	87.0	1,261	0	Declined
Students with Disabilities	65.1	50.3	-14.8	70.6	199	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	82.1	75.6	-6.5	88.6	1,454	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	29	-	-

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	803	794	99	Yes	1	801	787	98	Yes	1	807	802	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	733	724	731	717	736	731	2,200	2,172	99	Yes	1
English Learners and Former English Learners	400	395	397	390	400	397	1,197	1,182	99	Yes	1
Low Income	683	674	682	669	686	682	2,051	2,025	99	Yes	1
Students with Disabilities	130	125	131	127	131	131	392	383	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	10	10	10	10	10	10	30	-	-	-	-
Black or African American	9	9	9	9	9	9	27	-	-	-	-
Hispanic or Latino	766	757	764	750	770	765	2,300	2,272	99	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	15	15	15	15	15	15	45	-	-	-	-

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