Full Lynn MCAS Score Breakdown by Subgroup

On the 2012 MCAS, the Lynn Public School system's scores were distributed in the following way (all numbers are in percentages):

	Adv.	Prof.	NI	W
ELA	7	43	33	17
Math	12	28	34	26

Key
Adv. = Advanced (scores 260 - 280)
Prof. = Proficient (scores 240 - 259)
NI = Needs Improvement (scores 220 - 239)
W = Warning/Failure (scores 200 - 219)



The distribution of scores, however, varied depending on the subgroup. See below for ELA breakdown by subgroup for the city.

	Adv.	Prof.	NI	W
Students w/ Disabilities	0	16	33	50
High Needs	5	40	35	20
ELL	0	13	46	41
Former ELL	3	44	39	13
Low Income	5	41	35	19
Non-Low Income	16	51	22	10
Title I	6	42	34	17
Non-Title I	21	53	11	15
Afr Amer/Black	7	42	32	19
Asian	8	43	36	12
Hispanic/Latino	4	38	37	21
Multi-Race,Non-Hisp/Lat.	10	47	26	17
White	14	52	24	11
Male	5	39	34	21
Female	9	46	31	13

Based on the Cumulative Performance Indices (CPI), LPS performed better than the state in the  African American, Hispanic/Latino, Title I  and ELL/Former ELL (combined) subgroup categories. Here we see that Female students performed better than Males with a higher percentage in the advanced and proficient categories. Additionally, this data indicates that half of all Students with Disabilities received a 'Warning/Failing' grade on the ELA exam. Not surpprisingly, the breakdowns differed at the individual school level. At Cobbet, for example, 33% of African American students were proficient (excluding the advanced category) in ELA while 82% were proficient at Aborn. At Classical, 91% of Non-Low Income students achieved an advanced or proficient score.

In 3rd Grade Reading, which has been pinpointed as a marker for future academic success, 58% of White students were proficient or better while 41% of African American/Black students, 40% of Asian students, 32% of Hispanic/Latino students were proficient or better.  There was a 29% difference between Low Income and Non-Low Income students at this level (36% vs. 65%).

Below is the breakdown for Math by subgroup.

	Adv.	Prof.	NI	W
Students w/ Disabilities	1	8	25	65
High Needs	9	25	36	30
ELL	2	13	35	50
Former ELL	9	30	38	22
Low Income	9	26	36	29
Non-Low Income	21	35	27	17
Title I	11	27	36	27
Non-Title I	28	33	17	22
Afr Amer/Black	9	23	34	34
Asian	20	33	31	17
Hispanic/Latino	8	24	37	31
Multi-Race,Non-Hisp/Lat.	17	24	32	27
White	17	35	30	18
Male	12	27	33	29
Female	12	28	36	24

According to the CPIs, Lynn did better than the state in the Hispanic/Latino subgroup and the Title I subgroup. Unlike the ELA portion of the exam, Males and Females performed equally on the math exam. Math scores also varied by school such that 0% of Asian students at Ford received a 'Warning/Failing' grade while 11% of Asian students at Drewicz fell into this category. At the middle school level, 46% of Low Income students were proficient or higher in math while this statistic was 34% at Pickering and 17% at Marshall.

Citation: www.doe.mass.edu