Massachusetts School and District Profiles

E J Harrington

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - E J Harrington

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
E J Harrington (01630045)

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

REGION
Coastal

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

Progress toward improvement targets	Accountability percentile
38% - Moderate progress toward targets	7

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	Moderate progress toward 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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.3	9.6	-	4.7	7.6	-
Percentage of possible points		14%		-	62%		-
2026 Annual criterion-referenced target percentage		38%

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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.3	9.6	-	4.9	7.6	-
Percentage of possible points		14%		-	65%		-
2025 Annual criterion-referenced target percentage		39%

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	20%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	15%
	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	0	4	-
	Achievement total	0	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.1	10.3	-
Percentage of possible points		20%		-
2025 Annual criterion-referenced target percentage		20%

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	476.7	475.3	-1.4	479.9	284	0	Recovery Path: Declined
Lowest Performing	453.8	459.6	5.8	458.9	39	4	Path Forward: Exceeded Target
High Needs	476.4	474.5	-1.9	479.3	276	0	Recovery Path: Declined
English Learners and Former English Learners	473.9	472.1	-1.8	477.1	222	0	Recovery Path: Declined
Low Income	476.4	474.2	-2.2	479.2	254	0	Recovery Path: Declined
Students with Disabilities	469.8	467.0	-2.8	472.3	84	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	475.8	474.8	-1.0	478.9	230	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.5	472.8	-2.7	480.3	284	0	Recovery Path: Declined
Lowest Performing	451.4	453.6	2.2	458.9	39	2	Recovery Path: Improved Below Target
High Needs	475.1	472.3	-2.8	479.5	276	0	Recovery Path: Declined
English Learners and Former English Learners	473.8	470.6	-3.2	478.7	222	0	Recovery Path: Declined
Low Income	475.0	471.9	-3.1	479.4	254	0	Recovery Path: Declined
Students with Disabilities	464.2	463.0	-1.2	466.7	84	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	474.7	471.9	-2.8	479.5	230	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.2	473.7	-6.5	482.5	96	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	479.9	473.2	-6.7	484.2	93	0	Path Forward: Declined
English Learners and Former English Learners	477.5	468.5	-9.0	481.5	71	0	Recovery Path: Declined
Low Income	480.4	473.2	-7.2	484.5	86	0	Path Forward: Declined
Students with Disabilities	471.7	464.5	-7.2	475.7	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	480.9	473.2	-7.7	483.5	77	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	177	2	Typical Growth - Low
Lowest Performing	42.8	39	2	Typical Growth - Low
High Needs	47.7	172	2	Typical Growth - Low
English Learners and Former English Learners	47.6	133	2	Typical Growth - Low
Low Income	48.1	159	2	Typical Growth - Low
Students with Disabilities	43.3	51	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	48.3	146	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	13	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.4	181	2	Typical Growth - Low
Lowest Performing	35.9	39	1	Low Growth
High Needs	44.1	176	2	Typical Growth - Low
English Learners and Former English Learners	44.1	137	2	Typical Growth - Low
Low Income	44.2	162	2	Typical Growth - Low
Students with Disabilities	44.3	51	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	6	-	-
Black or African American	-	9	-	-
Hispanic or Latino	44.0	149	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	13	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	46.6	52.0	5.4	52.0	302	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.6	52.0	5.4	52.0	302	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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	31.6	30.2	-1.4	29.4	513	2	Improved Below Target
Lowest Performing	32.5	43.6	11.1	27.6	39	0	Declined
High Needs	32.0	30.6	-1.4	29.5	496	2	Improved Below Target
English Learners and Former English Learners	29.2	29.6	0.4	25.9	405	1	No Change
Low Income	31.6	30.9	-0.7	28.9	459	2	Improved Below Target
Students with Disabilities	37.7	42.1	4.4	33.4	126	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	33.4	30.7	-2.7	29.6	404	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	32	-	-

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	302	301	100	Yes	1	303	303	100	Yes	1	100	100	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	294	293	295	295	97	97	686	685	100	Yes	1
English Learners and Former English Learners	235	234	235	235	74	74	544	543	100	Yes	1
Low Income	272	271	273	273	90	90	635	634	100	Yes	1
Students with Disabilities	88	88	88	88	27	27	203	203	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	13	13	13	13	4	4	30	-	-	-	-
Black or African American	19	19	20	20	4	4	43	43	100	Yes	1
Hispanic or Latino	241	240	241	241	80	80	562	561	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	21	21	21	21	10	10	52	52	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