The top reported proficiency rate is 39% in Science. The lowest is 30% in English language arts.
Original Research by School Decision on Sewell-anderson
Sewell-Anderson is a regular public elementary school in Lynn, Massachusetts, serving kindergarten through fifth grade. It is one of the many elementary schools within the Lynn Public Schools district, a large urban system north of Boston. The school is located in a densely populated city that was once a center for shoemaking and later jet engine manufacturing; today it is defined by its historic architecture, immigrant population, and downtown cultural district. The neighborhood around Sewell-Anderson sits within this fabric of older triple-deckers, multi-family homes, and industrial legacy buildings.
The student body is diverse and predominantly Hispanic, with a meaningful share of White students and smaller populations of Black, Asian, and multiracial students. The school serves kindergarten through grade five, and the total elementary enrollment for the 2024-25 school year was reported. Information on the share of students qualifying for free or reduced-price lunch, receiving special education services, or classified as English learners was not available; families evaluating the school may want to ask the school or district about these support programs, as they can affect class composition and resource allocation.
State testing results from the 2024-25 NextGen MCAS show that proficiency rates in both English language arts and mathematics were below what is typical across the state. In science, proficiency was slightly higher than in math and ELA, though it too fell short of state averages. The school’s overall proficiency index, which averages performance across tested subjects and grades, placed it below the midpoint when compared to other public elementary schools in Essex County. This is a clear signal for any parent who prioritizes test scores: the academic attainment at Sewell-Anderson, as measured by the state assessment, is on the lower end relative to surrounding communities.
The multi-year trend data, available for both ELA and math, shows that Sewell-Anderson’s performance has been on a generally downward slope over the past several years. In the 2018-19 school year, ELA proficiency was higher than it would be in any subsequent year, and math proficiency reached its peak in that same year before dropping sharply in 2020-21 and recovering only modestly. The most recent three years of data show proficiency in both subjects hovering well below the levels seen before 2020. The school has not regained ground to its pre-pandemic baseline, and the direction of the trend is something a family looking for a high-performing academic environment would want to investigate further.
Because Sewell-Anderson serves only elementary grades, there is no graduation rate to report. The school has not published information about program offerings such as gifted education, arts specialization, or extended learning opportunities, so the academic pathway beyond the regular classroom is not documented in the available data. Lynn Public Schools has expanded its dual-language program in recent years, but it was not listed whether Sewell-Anderson is one of the participating schools. A parent interested in bilingual education or enrichment programs should confirm directly with the school office.
The housing context in the area shows a competitive market. The typical home value in the zip code is high relative to the national median, though below the Massachusetts state benchmark. The rental market is similarly expensive, with typical rents outstripping what the national rent-to-income benchmark would suggest as affordable. The county-level data shows that homes sell quickly, and the supply of available listings is tight. This is a pricey urban market, and the school’s academic profile may influence which neighborhoods and price points families consider.
For a family weighing school options, Sewell-Anderson serves a diverse, urban elementary population in a historic working-class city. Its state test results are low relative to its peers, and the trend has been downward for several years. The academic pathway here, at least as measured by standardized metrics, is not competitive with most other Essex County elementary schools. A parent for whom school test scores are a primary concern would likely want to investigate further, whether by speaking with the school about instruction and supports, examining the district’s literacy grant work, or comparing options. The school’s urban setting, accessible public transit, and proximity to Boston’s job market are characteristics that may weigh in its favor for families seeking those attributes.
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