The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Fecteau-leary Junior/senior High School
Fecteau-Leary Junior/Senior High School serves grades six through twelve in Lynn, a densely populated urban city that is part of Greater Boston’s inner core. The school operates as a regular public school within the Lynn Public Schools district. This is a small school, with enrollment that makes it one of the smaller secondary options in the district. The student body is predominantly Hispanic, with White students as the next largest group, and small shares of Black, Asian, American Indian or Alaska Native, and multiracial students. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are English learners was not reported. A parent may want to ask the school directly about these figures, as they are often important for understanding the support structures in place.
State testing results paint a clear picture. On the NextGen MCAS assessments, the percentage of students scoring proficient or above was zero in both math and English language arts for the most recent testing year. The same was true in science the prior year. Participation rates were high enough to report results, so the scores reflect the performance of most tested students. Looking back over available years, the pattern is consistent: proficiency rates have been zero or very low in nearly every year for both math and ELA. This is a school where academic attainment on state measures has been persistently very low. A parent considering this school would want to understand what academic interventions and supports are in place, and what the school’s approach is to moving students toward grade-level proficiency.
Because the school serves only grades six through twelve, there is no graduation rate data in the provided materials. The comparison set, which places the school relative to other districts in Essex County, shows an overall proficiency index that falls in the bottom quartile among those districts. This is a direct reflection of the testing outcomes described.
The school’s setting is downtown Lynn, at 33 North Common Street, in a city known for its historic architecture, loft-style apartment conversions, and public parks including the oceanfront Lynn Shore Reservation and the Frederick Law Olmsted-designed Lynn Woods Reservation. Lynn has a downtown cultural district centered on Central Square and is home to major employers such as GE Aerospace and North Shore Community College. The city’s development trajectory is one of industrial reuse and residential growth, positioned within commuting distance of Boston via MBTA commuter rail.
For families looking at the district level, Lynn Public Schools has several recent developments worth noting. The district received a substantial federal literacy grant to fund coaching, curriculum materials, and professional development over multiple years. It also earned Early College Promise designation, allowing high school students to earn college credits at no cost, and has expanded its dual-language program from one to three elementary schools. At the same time, the district has navigated a school closure: Thurgood Marshall Middle School was closed in 2024 due to declining enrollment and facility costs, with students reassigned to other middle schools. Lynn English High School was accepted into the Massachusetts School Building Authority Core Program, beginning a feasibility study for a major renovation or possible replacement. The school budget has grown in recent years, driven by special education, transportation, and staffing costs, with increases funded through local property taxes and state aid.
Fecteau-Leary is a very small secondary school in a large urban district, serving a predominantly Hispanic student body. The testing data shows persistent and extremely low proficiency rates across all tested subjects. This is a school where the academic pathway, as measured by state assessments, is a significant concern that any family would want to investigate thoroughly with the school itself. The district context includes some recent investments in literacy and early college access, as well as the ongoing challenge of aging facilities and budget pressures.
See more original research from School Decision →