The top reported proficiency rate is 16% in Math. The lowest is 13% in Science.
Original Research by School Decision on Abraham Lincoln
Abraham Lincoln is an elementary school serving kindergarten through fifth grade in New Bedford, a historically industrial port city on the South Coast of Massachusetts. New Bedford is densely populated, with a strong Portuguese-American community and a working waterfront that remains the highest-grossing commercial fishing port in the country. The city’s civic and cultural life centers on its downtown historic district, and the offshore wind industry is emerging as a new economic sector. The school building sits on Ashley Boulevard, a main artery, and serves a neighborhood within this mid-sized city.
The school’s academic performance on the state’s Next Generation MCAS assessments is soft. In the most recent testing year, proficiency rates in both math and English language arts were well below the midpoint when compared with other districts across Bristol County. Science results were similarly low. A multi-year look at the school’s test results shows that proficiency in ELA and math has generally declined over the past several years. Earlier in the previous decade, proficiency rates were higher, but the trend since 2021 has been downward, and the most recent year’s results represent the lowest point in that period. For a family considering this school, the achievement data is an important factor to discuss directly with the school to understand the specific instructional supports and interventions in place.
Abraham Lincoln enrolls a sizable student body for an elementary school. The student population is racially and ethnically diverse, with the largest groups being students who identify as Hispanic or Latino, followed by white students, and then Black or African American students. There are also small numbers of students who identify as Asian, American Indian or Alaska Native, and two or more races. Data on the share of students eligible for free or reduced-price meals, typically a proxy for economic need, was not available in the reporting. Similarly, data on students with disabilities and English learners was not reported. Parents may want to ask the school directly about these demographics and the supports provided for different student groups.
The school operates within the New Bedford Public Schools district, which has been navigating declining enrollment. District leadership has publicly discussed potential school facility consolidation or repurposing, a process that could affect school assignments and class sizes in the coming years. The district has also adopted a new three-year strategic plan focused on early childhood education, literacy, college and career readiness, and family engagement, and approved a budget increase that targets curriculum, technology, and social-emotional learning. These district-level priorities may shape resources and programs at Lincoln in the near future.
Housing in the area is moderately priced relative to the state but still reflects a competitive market. Homes in the broader Bristol County market have a median listing price that sits below Massachusetts’ statewide figure, and the number of active listings has been modest, with a recent uptick in pending sales. For a family renting, monthly costs are a substantial share of typical household income, and mortgage payments are higher than the average rent, making homeownership a stretch without significant savings.
Abraham Lincoln is a regular public elementary school with no special charter or magnet status. It does not serve high school grades, so there is no graduation rate or advanced coursework to report. The school’s academic results place its overall proficiency in the bottom quarter among districts in Bristol County, a clear data point that families should weigh alongside the school’s size, diversity, and the district’s ongoing facility and strategic planning. The city itself offers a distinctive community with a deep maritime heritage, cultural events, and a developing offshore wind economy, but the school’s test score trajectory and district transition are realities that call for direct inquiry.
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