Massachusetts School and District Profiles

Lincoln-Hancock Community School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lincoln-Hancock Community School

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Title I School

SCHOOL
Lincoln-Hancock Community School (02430035)

GRADES SERVED
K,01,02,03,04

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
51% - Substantial progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	68%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	4	4	-	2	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		1.6	7.2	-	4.2	7.6	-
Percentage of possible points		22%		-	55%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	1	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	6	8	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.4	7.2	-	4.7	7.6	-
Percentage of possible points		75%		-	62%		-
2025 Annual criterion-referenced target percentage		68%

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	62%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	Moderate 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	-	-	-
	Achievement total	0	8	67.5
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	-	-	-
	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		1.1	7.6	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	4	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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		4.7	7.6	-
Percentage of possible points		62%		-
2025 Annual criterion-referenced target percentage		62%

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	490.7	488.5	-2.2	493.9	204	0	Recovery Path: Declined
Lowest Performing	465.4	469.7	4.3	470.9	21	2	Recovery Path: Improved Below Target
High Needs	486.5	483.0	-3.5	489.5	141	0	Recovery Path: Declined
English Learners and Former English Learners	485.6	481.0	-4.6	490.7	73	0	Recovery Path: Declined
Low Income	484.4	481.4	-3.0	487.4	109	0	Recovery Path: Declined
Students with Disabilities	470.8	472.0	1.2	474.1	29	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	502.4	501.6	-0.8	505.4	54	0	Recovery Path: Declined
Black or African American	484.0	478.7	-5.3	487.3	35	0	Path Forward: Declined
Hispanic or Latino	481.1	481.0	-0.1	483.6	29	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	486.0	482.3	-3.7	488.3	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	488.0	-0.3	492.3	63	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.5	491.3	-4.2	497.8	204	0	Recovery Path: Declined
Lowest Performing	463.0	466.2	3.2	470.2	21	2	Recovery Path: Improved Below Target
High Needs	491.4	485.6	-5.8	493.8	141	0	Recovery Path: Declined
English Learners and Former English Learners	496.1	490.1	-6.0	499.8	73	0	Recovery Path: Declined
Low Income	487.6	483.3	-4.3	489.9	109	0	Recovery Path: Declined
Students with Disabilities	469.5	469.7	0.2	472.9	29	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	511.8	510.0	-1.8	515.8	54	3	Path Forward: Met Target
Black or African American	483.4	479.5	-3.9	486.7	35	0	Path Forward: Declined
Hispanic or Latino	484.2	482.7	-1.5	486.8	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	490.0	485.2	-4.8	492.5	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.0	488.4	-3.6	496.3	63	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	93	2	Typical Growth - Low
Lowest Performing	51.3	21	3	Typical Growth - High
High Needs	47.8	65	2	Typical Growth - Low
English Learners and Former English Learners	53.4	37	3	Typical Growth - High
Low Income	43.5	46	2	Typical Growth - Low
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	1	-	-
Asian	59.0	28	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.9	27	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.6	95	4	Exceeded Typical Growth
Lowest Performing	48.8	21	2	Typical Growth - Low
High Needs	59.4	67	3	Typical Growth - High
English Learners and Former English Learners	65.1	39	4	Exceeded Typical Growth
Low Income	58.6	48	3	Typical Growth - High
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	1	-	-
Asian	71.5	28	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.6	27	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	55.5	67.6	12.1	57.7	108	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	55.5	67.6	12.1	57.7	108	4	Exceeded 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	13.8	14.7	0.9	12.3	434	0	Declined
Lowest Performing	27.3	14.3	-13.0	22.7	21	4	Exceeded Target
High Needs	15.8	17.2	1.4	13.4	319	0	Declined
English Learners and Former English Learners	9.5	9.9	0.4	6.0	161	1	No Change
Low Income	18.7	20.2	1.5	15.5	257	0	Declined
Students with Disabilities	22.4	21.7	-0.7	18.8	60	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	4.4	6.9	2.5	1.1	116	0	Declined
Black or African American	25.6	17.1	-8.5	22.0	70	4	Exceeded Target
Hispanic or Latino	23.2	21.2	-2.0	19.0	66	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	7.8	14.0	6.2	6.3	50	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.7	16.2	2.5	11.9	130	0	Declined

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	220	220	100	Yes	1	223	222	100	Yes	1	0	-	-	-	-

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	154	154	157	156	0	0	311	310	100	Yes	1
English Learners and Former English Learners	83	83	84	84	0	0	167	167	100	Yes	1
Low Income	119	119	122	121	0	0	241	240	100	Yes	1
Students with Disabilities	29	29	30	29	0	0	59	58	98	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	60	60	60	60	0	0	120	120	100	Yes	1
Black or African American	37	37	37	37	0	0	74	74	100	Yes	1
Hispanic or Latino	32	32	33	33	0	0	65	65	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	0	0	44	44	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	65	65	67	66	0	0	132	131	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