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.
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 |
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:
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
Economically Disadvantaged
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 |
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 |
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 |
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 |
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 |
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 |
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 |
Key Aspects of KnowAtom at Lincoln-Thomson
Historical Highlights:
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):
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 | <