The top reported proficiency rate is 33% in Science. The lowest is 23% in Math.
Original Research by School Decision on Julia F Callahan
Julia F Callahan is a regular public elementary school in Lynn, Massachusetts, serving students in pre-kindergarten through fifth grade. It is one of the neighborhood elementary schools within the Lynn Public Schools district. Lynn is a densely populated urban city, the eighth-largest municipality in Massachusetts, and part of Greater Boston’s urban inner core. Historically an industrial center known for shoemaking and later jet engine manufacturing at GE Aerospace, the city today has a mix of residential neighborhoods, a downtown cultural district, historic architecture, and public parks. The school sits within this urban fabric.
Enrollment at Callahan is typical for an elementary school serving these grades, and the student body is diverse. A majority of students are Hispanic, with smaller shares of white students, Black students, and Asian students. Data on the share of students who qualify for free or reduced-price lunch and on students with disabilities or English learner classifications was not available, so family and support needs cannot be fully characterized from the available information.
State assessment results from the NextGen MCAS are available for math, English language arts, and science for grades three through eight, which covers Callahan’s tested upper grades. In the most recent testing year, the share of students scoring proficient or above was modest in math and in ELA, and somewhat higher in science. The school’s overall proficiency index, which combines results across these subjects, places Callahan in the bottom quartile relative to districts in Essex County. A parent considering Callahan may want to ask the school directly about academic support and intervention programs, given these attainment levels. Participation rates on the tests were high, meaning nearly all enrolled students took the assessments.
Looking at trends over the longer term, ELA proficiency has moved within a range over the past several years, from a higher point before the pandemic to a lower, more consistent level in recent years. Math proficiency showed a similar pattern, with a peak in 2018-19 followed by a drop and a slow recovery. The most recent results in both subjects are near where they were several years ago, without a clear upward trend.
Callahan does not serve high school grades, so there is no graduation rate to report. Similarly, the school has no advanced course offerings like AP or dual enrollment, as those typically begin in later grades. The school environment and access data, including discipline, staffing, and attendance metrics, were not available for this profile.
In the broader district, Lynn Public Schools has seen several recent developments that may affect Callahan families. The district expanded its dual-language program from one to three elementary schools, offering instruction in English and Spanish. It received an Early College Promise designation, allowing high school students to earn college credits at no cost. A federal literacy grant is funding coaching, curriculum, and professional development across the district. At the same time, the school committee voted to close Thurgood Marshall Middle School due to declining enrollment, which reassigned students to other middle schools. The district’s budget has grown significantly in recent years, driven by special education, transportation, and staffing costs, and funded through local property taxes and state aid, contributing to rising property tax bills.
The housing market in Lynn reflects the broader Essex County area, with home values and rents that are above national averages. The market has shown a mix of listing activity and price changes, consistent with a high-demand urban area near Boston.
A parent considering Callahan will find a neighborhood elementary school in a diverse, urban district with a number of new initiatives, but with academic proficiency results that are among the lower end of the county. The school’s urban setting, its modest test outcomes, and the district’s ongoing investments in literacy and bilingual programs are all relevant factors to weigh. A direct conversation with the school about instruction, support services, and how it serves its community would fill in the gaps left by the unavailable data.
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