The top reported proficiency rate is 37% in Science. The lowest is 14% in English language arts.
Original Research by School Decision on Tracy
Tracy is a regular public elementary school in Lynn, Massachusetts, serving grades one through five as part of the Lynn Public Schools district. It occupies a building on Walnut Street in the city’s West Lynn area. As an elementary-only school, it has no graduation rate to report, and the available data focuses on enrollment, demographics, and state assessment results.
Lynn is a densely populated urban city and part of Greater Boston’s inner core, the eighth-largest municipality in the state by population. Historically a center of shoe manufacturing and later General Electric jet engine production, Lynn today is known for its immigrant population, historic architecture, and a downtown cultural district with loft-style apartment conversions in former industrial buildings. The city’s housing market is active, with home values and rents that reflect its position within the Greater Boston metro area. Major employers include GE Aerospace, the public schools, and North Shore Community College. Civic anchors include the Lynn Woods Reservation, Lynn Shore Reservation, two public beaches, and MBTA commuter rail connections to Boston. The district has recently seen a growing school budget, a closure of Thurgood Marshall Middle School due to declining enrollment, and multi-year state-funded processes to renovate Lynn English High School and expand its dual-language program across elementary schools.
Tracy’s enrollment of roughly four hundred students is heavily Hispanic, making up the large majority of the student body, with small shares of Asian, Black, white, and multiracial students. Data on the share of students qualifying for free or reduced-price lunch, receiving special education services, or classified as English learners was not available in the provided data, so a parent may want to ask the school directly about those support structures.
On the NextGen MCAS assessments administered in the most recent school year, Tracy’s students showed proficiency rates that were notably low in both mathematics and English language arts. Science results were somewhat higher, though still below statewide averages. The school’s combined proficiency index across all tested subjects places it in the bottom quartile among all districts in Essex County. Looking at multi-year trends, performance has declined substantially from pre-pandemic levels: in the 2018-19 school year, half of tested students were proficient in ELA and nearly half in math, but those figures dropped significantly in 2020-21 and have remained near or below roughly one-fifth of students proficient in each subject in subsequent years. The most recent year’s results are the lowest in the available series for ELA and essentially flat with the prior two years for math.
The data provided does not include information on discipline rates, chronic absenteeism, staffing ratios, or course access, so it is not possible to assess those dimensions of the school environment from this source. No program offerings were listed in the data, though the district has publicly reported expanding a dual-language program to three elementary schools; it is unclear whether Tracy is among them.
The Lynn district has recently received Early College Promise and High Quality College and Career Pathway designations at the high school level, and a federal literacy grant for curriculum and coaching across the district. These represent district-wide investments, but Tracy’s role in any of these initiatives is not specified in the data.
For a parent considering Tracy, the picture is of an elementary school serving a predominantly Hispanic student body in an urban, high-immigrant city, with state test results that have been consistently low in recent years and have not recovered from the pandemic-era drop. The school has no data reported on key support categories such as special education or English learner proportions, which a family may wish to investigate directly. The district context includes some new pathways and facility planning, though those changes are centered on middle and high schools. Tracy itself appears to be a school where a family would benefit from asking detailed questions about academic intervention, enrichment, and classroom supports beyond what the available numbers convey.
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