Massachusetts School and District Profiles

Lynch Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lynch Elementary

Organization Information

DISTRICT NAME
Winchester (03440000)

TITLE I STATUS
Title I School

SCHOOL
Lynch Elementary (03440020)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
78% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	67%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	78%
	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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	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		8.4	9.6	-	6.3	7.6	-
Percentage of possible points		88%		-	83%		-
2026 Annual criterion-referenced target percentage		85%

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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		7.3	9.6	-	4.4	7.6	-
Percentage of possible points		76%		-	58%		-
2025 Annual criterion-referenced target percentage		67%

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	42%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	10	12	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	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		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	0	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	509.6	3.4	508.5	212	4	Recovery Path: Exceeded Target
Lowest Performing	485.5	490.0	4.5	490.6	29	3	Path Forward: Met Target
High Needs	494.5	500.3	5.8	497.3	90	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	494.4	502.2	7.8	497.1	38	4	Recovery Path: Exceeded Target
Low Income	492.3	490.6	-1.7	494.8	35	0	Recovery Path: Declined
Students with Disabilities	490.7	495.5	4.8	493.7	52	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.6	512.8	2.2	512.1	63	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.2	508.1	3.9	507.4	110	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	509.4	512.9	3.5	510.9	210	4	Path Forward: Exceeded Target
Lowest Performing	484.4	491.6	7.2	487.9	29	4	Recovery Path: Exceeded Target
High Needs	498.5	504.9	6.4	501.0	88	4	Path Forward: Exceeded Target
English Learners and Former English Learners	502.3	511.4	9.1	505.1	36	4	Recovery Path: Exceeded Target
Low Income	495.1	494.4	-0.7	497.5	34	0	Path Forward: Declined
Students with Disabilities	490.8	496.0	5.2	494.0	51	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	522.6	525.2	2.6	525.6	62	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.0	509.1	8.1	502.8	109	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.2	508.4	0.2	509.7	75	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	494.9	495.7	0.8	497.2	32	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.3	512.1	-0.2	514.5	27	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.6	508.5	0.9	509.6	34	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.1	134	3	Typical Growth - High
Lowest Performing	56.4	29	3	Typical Growth - High
High Needs	54.9	56	3	Typical Growth - High
English Learners and Former English Learners	64.3	23	4	Exceeded Typical Growth
Low Income	-	19	-	-
Students with Disabilities	47.4	31	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.5	45	3	Typical Growth - High
Black or African American	-	2	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.8	64	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.8	136	4	Exceeded Typical Growth
Lowest Performing	63.0	29	4	Exceeded Typical Growth
High Needs	65.1	58	4	Exceeded Typical Growth
English Learners and Former English Learners	69.7	26	4	Exceeded Typical Growth
Low Income	56.9	22	3	Typical Growth - High
Students with Disabilities	60.8	31	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	69.1	46	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.7	65	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	90.0	71.0	-19.0	94.0	31	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	90.0	71.0	-19.0	94.0	31	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	6.3	4.0	-2.3	5.2	349	4	Exceeded Target
Lowest Performing	3.2	6.9	3.7	1.0	29	0	Declined
High Needs	7.9	6.6	-1.3	5.8	151	2	Improved Below Target
English Learners and Former English Learners	10.5	7.7	-2.8	7.5	65	3	Met Target
Low Income	14.3	10.0	-4.3	10.0	60	3	Met Target
Students with Disabilities	5.2	8.5	3.3	2.7	82	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	8.1	2.1	-6.0	6.0	96	4	Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.0	4.9	-1.1	4.8	184	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	215	214	100	Yes	1	215	212	99	Yes	1	75	75	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	93	92	93	90	32	32	218	214	98	Yes	1
English Learners and Former English Learners	40	40	40	38	14	14	94	92	98	Yes	1
Low Income	36	36	36	35	12	12	84	83	99	Yes	1
Students with Disabilities	53	52	53	51	17	17	123	120	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	63	63	63	62	27	27	153	152	99	Yes	1
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	18	18	18	18	7	7	43	-	-	-	-
Multi-Race, Not Hispanic or Latino	17	17	17	17	5	5	39	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	111	110	111	109	34	34	256	253	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