This report provides a snapshot of current educational outcomes for Latino students in the city of Lynn. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that have been analyzed for the community by the Gastón Institute. Using the ethno-racial categories assigned by MADESE, the report focuses on demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district and to students statewide. The report has four sections:
The first section illustrates the demographic shift occurring in the Lynn Public Schools. Enrollment among Latino students has increased by 50% over the past ten years while the enrollment of all other ethno-racial groups has decreased, resulting in a larger proportion of Latino students.
The second section compares the performance of Latino students in Lynn on the Massachusetts Comprehensive Assessment System (MCAS) tests with the performance of all students statewide and other ethno-racial groups in Lynn. Latino students in Lynn have made consistent improvements on the MCAS tests, but remain the lowest performing ethno-racial group in the district.
The third section shows Latino graduation, dropout, and college enrollment rates, relative to other students in the district and to all students statewide. Here too, while the data show improvement for Latino students, clear disparities persist.
The fourth section compares outcomes and engagement variables at the three high schools in Lynn, showing disparate outcomes between Classical High School and Lynn English on the one hand and Lynn Vocational Technical Institute on the other, and between Latino students and student of other ethno-racial groups within each high school.
Part of the UMass Boston Community-Engaged Teaching, Research, and Service Series. http://scholarworks.umb.edu/engage
Berardino, Michael, "Latinos in Massachusetts Public Schools: Lynn" (2015). Gastón Institute Publications. 200.