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Data Results: Urban Schools in Massachusetts' Lynn District Try the Next Gen Science Approach

Posted by Sara Goodman on May 9, 2016

Lynn_district_stats.pngThe Lynn Public School district faces all of the challenges of an urban school district serving near 20,000 students daily. Lynn is also one of a few cities nationwide that serves as a refugee relocation point for the United Nations.

Due to low student performance on state science assessments and a desire to increase student engagement and teacher resources, Lynn Public Schools began partnering with GE Aviation to pilot KnowAtom in 2009, phasing in a pilot cohort of four schools over three years.

The dramatic increases in student engagement and proficiency levels on state-level science standardized testing (Massachusetts Common Assessment Program) led the Lynn Public Schools to scale the program to half the district for test year 2012 and finally district-wide in the following school year.

REAL STUDENTS. REAL TEACHERS. REAL RESULTS. SEE FOR YOURSELF:

Download this data in eBook form

 

 

Key District Accomplishments on Science MCAS with KnowAtom since 2011

Key_district_accomplishments.png

 

Demographics

Enrollment by Race/Ethnicity (2015-16)  
Race % of District % of State
African American 10.1 8.8
Asian 9.1 6.5
Hispanic 58.2 18.6
Native American 0.3 0.2
White 18.3 62.7
Native Hawaiian, Pacific Islander 0 0.1
Multi-Race, Non-Hispanic 3.9 3.2
 
Title% of District% of State
First Language not English 54 19
English Language Learner 19.5 9
Students With Disabilities 15.4 17.2
High Needs 67.4 43.5
Economically Disadvantaged 47 27.4


Lynn_Stats.pngLynn's Peer Districts

Attleboro Haverhill Pittsfield
Barnstable Holyoke Quincy
Boston Lawrence Revere
Brockton Leominster Salem
Chelsea Lowell Springfield
Chicopee Malden Taunton
Everett Methuen Westfield
Fall River New Bedford Worcester
Fitchburg Peabody  

Here is what the transition in state standardized (MCAS science) testing looked like for the district of Lynn when compared to the average performance of its peer districts:

lynn_compared_to_other_cities.png
 

Lynn's Key Movement Toward Leadership Status Among Peer Districts:

  • Students scoring proficient and advanced improve 48%, from 13% below peer average to 14% above

  • Student achievement gap to state average now 56% smaller than peer district average 

achievement_gao_lynn.png

Key Gap Closure in Lynn Between District and State Averages: 

  • Improving by 77%, Lynn is now only 3 points behind MA state average for students scoring “proficient”
  • By reducing students scoring warning by 64%, Lynn is now only 4 points away from the MA state average, 5 points closer on average than its peer districts. 

Key Lynn Science MCAS Subgroup Improvements Using KnowAtom Since First Reported (2012)

Students Scoring Proficient & Advanced Increases:

prof_adv_scoring.png
  

Key Lynn Subgroup Gap Closure on Science MCAS Using KnowAtom Since First Reported (2012)

Students Scoring Warning/Failing Decreases: 

warn_fail_decr.png

 

From bright to brighter: comparing individual school performance to peer district and state averages

Drewicz School

drewicz.png

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • ELL and Former ELL

  • Economically Disadvantaged

  • High Needs

  • Asian

  • Hispanic/Latino

  • Female

  • Ever ELL Status


Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 7.5 10.1 8.8
Asian 17.8 9.1 6.5
Hispanic 64.8 58.2 18.6
Native American 0.2 0.3 0.2
White 6.5 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 3.2 3.9 3.2
 
 % of School% of District% of State
First Language not English 64.2 54 19
English Language Learner 33.4 19.5 9
Students With Disabilities 5.9 15.4 17.2
High Needs 77.9 67.4 43.5
Economically Disadvantaged 53.4 47 27.4

Brickett

brickett.png

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 9.6 10.1 8.8
Asian 12.4 9.1 6.5
Hispanic 54 58.2 18.6
Native American 0.3 0.3 0.2
White 14.8 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 8.9 3.9 3.2
 
 % of School% of District% of State
First Language not English 41.2 54 19
English Language Learner 17.9 19.5 9
Students With Disabilities 8.6 15.4 17.2
High Needs 71.1 67.4 43.5
Economically Disadvantaged 55.3 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Female
  • Ever ELL Status

Shoemaker

shoemaker.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 12.8 10.1 8.8
Asian 6.6 9.1 6.5
Hispanic 26.6 58.2 18.6
Native American 0 0.3 0.2
White 47 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 6.9 3.9 3.2
 
 % of School% of District% of State
First Language not English 21.7 54 19
English Language Learner 2 19.5 9
Students With Disabilities 38.5 15.4 17.2
High Needs 53 67.4 43.5
Economically Disadvantaged 28 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • High Needs


Edward A Sisson

sisson.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 8.8 10.1 8.8
Asian 11.3 9.1 6.5
Hispanic 36.8 58.2 18.6
Native American 0.7 0.3 0.2
White 37.2 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 5.2 3.9 3.2
 
 % of School% of District% of State
First Language not English 28.2 54 19
English Language Learner 8.6 19.5 9
Students With Disabilities 13.3 15.4 17.2
High Needs 50.8 67.4 43.5
Economically Disadvantaged 40 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino

Hood

hood.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 10.3 10.1 8.8
Asian 11.3 9.1 6.5
Hispanic 36.8 58.2 18.6
Native American 0.7 0.3 0.2
White 37.2 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 5.2 3.9 3.2
 
 % of School% of District% of State
First Language not English 45.8 54 19
English Language Learner 20.1 19.5 9
Students With Disabilities 7.6 15.4 17.2
High Needs 68.8 67.4 43.5
Economically Disadvantaged 53.6 47 27.4
table 1   Table 2

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • ELL & Former ELL
  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Female
  • Ever ELL Status


Ingalls

ingalls.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 9 10.1 8.8
Asian 11.2 9.1 6.5
Hispanic 66.1 58.2 18.6
Native American 0 0.3 0.2
White 8.9 18.3 62.7
Native Hawaiian, Pacific Islander 0.1 0 0.1
Multi-Race, Non-Hispanic 4.7 3.9 3.2
 
 % of School% of District% of State
First Language not English 55.5 54 19
English Language Learner 27 19.5 9
Students With Disabilities 10 15.4 17.2
High Needs 79.1 67.4 43.5
Economically Disadvantaged 61.9 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • ELL & Former ELL
  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Female
  • ELL
  • Ever ELL Status 

Callahan

callahan.png

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 15.9 10.1 8.8
Asian 9.3 9.1 6.5
Hispanic 43.3 58.2 18.6
Native American 0 0.3 0.2
White 23.9 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 7.6 3.9 3.2
 
 % of School% of District% of State
First Language not English 33.8 54 19
English Language Learner 10.3 19.5 9
Students With Disabilities 20.5 15.4 17.2
High Needs 64.4 67.4 43.5
Economically Disadvantaged 50.1 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Economically Disadvantaged

Lincoln-Thomson

Lincoln_thomson.png

KnowAtom in Lincoln-Thomson Elementary Classrooms

Before Lincoln-Thomson School starting using KnowAtom in 2010, the way science and engineering were taught was inconsistent from classroom to classroom. Teachers had to cobble together lesson plans using incomplete resources and minimal support. In addition, teachers often relied on sharing what they had found using different materials and lessons at the same grade level.

When Lincoln-Thomson partnered with KnowAtom, the school’s instructional approach to STEM education changed dramatically. Educators no longer had to spend their time and money looking for resources to teach science because KnowAtom provided all of the materials prepared and ready to use.

Because all teachers were using KnowAtom’s curriculum, they were able to unite their approach to STEM with consistent methods and practices across different grade levels and classrooms. Professional development brought teachers together to learn how to use KnowAtom’s curriculum and materials. Teachers were shown how to cultivate their students’ higher order thinking skills with two approaches.

The first approach is asking questions that require students to analyze and evaluate scenarios, create solutions to problems, and apply what they’ve learned to new situations. The second approach involves the same skills of analyzing, evaluating, and creating to investigate a question or solve a problem like a scientist or an engineer.  

The program has provided a significant boost to student engagement, transforming how students see themselves and the role of science and engineering in their lives. According to the Lincoln-Thomson principal:

“Kids can’t wait to have science. If you asked them 3 years ago, before KnowAtom, what they wanted to become, you’d get the standard ‘teacher’, ‘firefighter’, or ‘astronaut’. Today, kids want to be engineers or scientists.”

Enrollment by Race/Ethnicity (2015-16)   
Race % of School % of District % of State
African American 5 10.1 8.8
Asian 10 9.1 6.5
Hispanic 50.2 58.2 18.6
Native American 0 0.3 0.2
White 27.2 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 7.7 3.9 3.2
 
 % of School% of District% of State
First Language not English 37.2 54 19
English Language Learner 16.9 19.5 9
Students With Disabilities 5.7 15.4 17.2
High Needs 53.6 67.4 43.5
Economically Disadvantaged 40.2 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Female
  • Ever ELL Status

Key Aspects of KnowAtom at Lincoln-Thomson

  • Lincoln-Thomson is an elementary school in the city of Lynn, Massachusetts, with around 300 students that began using KnowAtom in 2010.
  • Partnering with KnowAtom addressed several issues: standards alignment, materials logistics, professional development, and student transience.
  • KnowAtom provided teachers with STEM curriculum aligned to state standards, ensuring that what they are teaching is consistent with state requirements.
  • Teachers received all of the STEM materials needed, prepped and ready to use, for their students to carry out science and engineering investigations throughout the school year.  
  • Teachers and administrators at Lincoln-Thomson participated in multiple KnowAtom professional development workshops to facilitate implementation and advance best practices.
  • District adoption of KnowAtom addressed student transience by ensuring that when students left one school and entered another, they didn’t face gaps in instruction.

Historical Highlights:

  • In just three years, Lincoln-Thompson improved proficiency by more than 50 points and vaulted from its ranking of 603rd to 28th in the state of Massachusetts out of 873 elementary schools.
  • The percentage of 5th grade students scoring in the “advanced” and “proficient” categories increased from 36 percentage points in 2009 to 83 percentage points in 2013 on the Massachusetts science assessment test (MCAS). This resulted in 83 percent of the students achieving scores in the “advanced” and “proficient” categories.
  • In the same timeframe, the state of Massachusetts averaged just 52 percent of its students achieve the “advanced” and “proficient” categories.

Lynn-Woods

lynn-woods.png
Enrollment by Race/Ethnicity (2015-16)   
Race % of District % of State % of State
African American 1.9 10.1 8.8
Asian 2.5 9.1 6.5
Hispanic 14.3 58.2 18.6
Native American 3.1 0.3 0.2
White 68.9 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 9.3 3.9 3.2
 
 % of School% of District% of State
First Language not English 9.3 54 19
English Language Learner 2.5 19.5 9
Students With Disabilities 16.8 15.4 17.2
High Needs 32.9 67.4 43.5
Economically Disadvantaged 24.2 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Students With Disabilities
  • Female


Sewell-Anderson 

sewell-anderson.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of District % of State % of State
African American 9.2 10.1 8.8
Asian 4 9.1 6.5
Hispanic 46.7 58.2 18.6
Native American 0.4 0.3 0.2
White 34.9 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 4.8 3.9 3.2
 
 % of School% of District% of State
First Language not English 32 54 19
English Language Learner 15.4 19.5 9
Students With Disabilities 23.5 15.4 17.2
High Needs 58.8 67.4 43.5
Economically Disadvantaged 34.6 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Economically Disadvantaged
  • High Needs


Tracy

tracy.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of District % of State % of State
African American 9.4 10.1 8.8
Asian 5.2 9.1 6.5
Hispanic 72.9 58.2 18.6
Native American 0.2 0.3 0.2
White 7.1 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 5.2 3.9 3.2
 
 % of School% of District% of State
First Language not English 63.2 54 19
English Language Learner 38 19.5 9
Students With Disabilities 5 15.4 17.2
High Needs 81.4 67.4 43.5
Economically Disadvantaged 59.7 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • ELL & Former ELL
  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Female
  • Ever ELL Status


Connery

connery.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of District % of State % of State
African American 6 10.1 8.8
Asian 13.5 9.1 6.5
Hispanic 72.6 58.2 18.6
Native American 0 0.3 0.2
White 5.4 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 2.5 3.9 3.2
 
 % of School% of District% of State
First Language not English 69 54 19
English Language Learner 33.9 19.5 9
Students With Disabilities 6.1 15.4 17.2
High Needs 78 67.4 43.5
Economically Disadvantaged 53.5 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • Student with Disabilities
  • Economically Disadvantaged
  • High Needs
  • Hispanic/Latino
  • Ever ELL Status


Marshall Middle

marshall-middle.png

 

Enrollment by Race/Ethnicity (2015-16)   
Race % of District % of State % of State
African American 9.9 10.1 8.8
Asian 9 9.1 6.5
Hispanic 65.4 58.2 18.6
Native American 0.5 0.3 0.2
White 11.5 18.3 62.7
Native Hawaiian, Pacific Islander 0 0 0.1
Multi-Race, Non-Hispanic 3.7 3.9 3.2
 
 % of School% of District% of State
First Language not English 63 54 19
English Language Learner 14.8 19.5 9
Students With Disabilities 15.3 15.4 17.2
High Needs 70.5 67.4 43.5
Economically Disadvantaged 52.1 47 27.4

School's Subgroups Outperforming State Average on Science Standardized Testing (MCAS):

  • African American/Black
  • Hispanic/Latino
  • ELL
  • Ever ELL Status

REAL STUDENTS. REAL TEACHERS. REAL RESULTS. SEE FOR YOURSELF:

Download this data in eBook form

 

 

 

Data Source: Massachusetts Department of Elementary and Secondary Education School and District Profiles 2016

Topics: NGSS, 3-dimensions, Case study, Three dimensions

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