The 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:
Key District Accomplishments on Science MCAS with KnowAtom since 2011
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'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's Key Movement Toward Leadership Status Among Peer Districts:
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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
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:
Key Lynn Subgroup Gap Closure on Science MCAS Using KnowAtom Since First Reported (2012)
Students Scoring Warning/Failing Decreases:
From bright to brighter: comparing individual school performance to peer district and state averages
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 |
| 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
| 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
| 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
| 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 |
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
| 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
| 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
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.
| 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
| 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 | <
