Massachusetts School and District Profiles

Lincoln

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lincoln

Organization Information

DISTRICT NAME
Melrose (01780000)

TITLE I STATUS
Title I School

SCHOOL
Lincoln (01780020)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
73% - Substantial progress toward targets	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	71%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	73%
	Substantial 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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	7	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.4	9.6	-	7.0	7.6	-
Percentage of possible points		56%		-	92%		-
2026 Annual criterion-referenced target percentage		74%

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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		8.0	9.6	-	4.4	7.6	-
Percentage of possible points		83%		-	58%		-
2025 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

	2025	2026
Annual criterion-referenced target percentage	51%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	71%
	Substantial 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	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		8.7	10.3	-
Percentage of possible points		85%		-
2026 Annual criterion-referenced target percentage		85%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.2	10.3	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	506.2	507.2	1.0	509.2	195	3	Recovery Path: Met Target
Lowest Performing	471.2	479.1	7.9	476.3	33	4	Path Forward: Exceeded Target
High Needs	491.4	494.2	2.8	494.2	90	3	Recovery Path: Met Target
English Learners and Former English Learners	491.0	494.5	3.5	494.9	43	3	Recovery Path: Met Target
Low Income	495.1	492.2	-2.9	497.9	56	0	Recovery Path: Declined
Students with Disabilities	479.0	479.9	0.9	481.5	40	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	510.4	514.8	4.4	518.2	28	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.9	508.0	1.1	509.4	113	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.8	505.8	0.0	508.2	195	3	Recovery Path: Met Target
Lowest Performing	476.9	482.3	5.4	481.2	33	4	Recovery Path: Exceeded Target
High Needs	491.9	494.2	2.3	494.2	90	3	Recovery Path: Met Target
English Learners and Former English Learners	493.3	495.6	2.3	496.5	43	2	Recovery Path: Improved Below Target
Low Income	492.0	489.6	-2.4	494.4	56	0	Path Forward: Declined
Students with Disabilities	480.6	481.6	1.0	483.8	40	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	514.9	518.6	3.7	519.8	28	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.4	506.0	-0.4	508.6	113	3	Recovery Path: 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	504.7	501.5	-3.2	508.1	71	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	482.4	491.1	8.7	485.9	30	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.2	502.0	-11.2	515.4	36	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.5	134	4	Exceeded Typical Growth
Lowest Performing	60.6	33	4	Exceeded Typical Growth
High Needs	61.9	58	4	Exceeded Typical Growth
English Learners and Former English Learners	68.8	24	4	Exceeded Typical Growth
Low Income	59.5	34	3	Typical Growth - High
Students with Disabilities	53.4	31	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	68.6	20	4	Exceeded Typical Growth
Black or African American	-	12	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.1	75	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	134	3	Typical Growth - High
Lowest Performing	56.1	33	3	Typical Growth - High
High Needs	54.7	58	3	Typical Growth - High
English Learners and Former English Learners	65.8	24	4	Exceeded Typical Growth
Low Income	56.4	34	3	Typical Growth - High
Students with Disabilities	49.7	31	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	67.5	20	4	Exceeded Typical Growth
Black or African American	-	12	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.1	75	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	75.9	55.8	-20.1	78.1	52	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	75.9	55.8	-20.1	78.1	52	0	Declined
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	12.0	8.1	-3.9	10.9	344	4	Exceeded Target
Lowest Performing	6.1	15.2	9.1	2.8	33	0	Declined
High Needs	17.1	11.1	-6.0	15.0	162	4	Exceeded Target
English Learners and Former English Learners	12.9	10.5	-2.4	9.9	86	2	Improved Below Target
Low Income	21.9	13.4	-8.5	17.6	97	4	Exceeded Target
Students with Disabilities	17.8	9.5	-8.3	15.3	74	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	3.9	4.2	0.3	1.8	48	4	Exceeded Target
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.7	8.2	-3.5	10.5	194	4	Exceeded 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	203	203	100	Yes	1	203	203	100	Yes	1	73	73	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	95	95	95	95	31	31	221	221	100	Yes	1
English Learners and Former English Learners	45	45	45	45	17	17	107	107	100	Yes	1
Low Income	60	60	60	60	20	20	140	140	100	Yes	1
Students with Disabilities	44	44	44	44	15	15	103	103	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	32	32	32	32	10	10	74	74	100	Yes	1
Black or African American	19	19	19	19	7	7	45	-	-	-	-
Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Multi-Race, Not Hispanic or Latino	22	22	22	22	12	12	56	56	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	116	116	116	116	38	38	270	270	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