The top reported proficiency rate is 42% in Math. The lowest is 38% in English language arts.
Original Research by School Decision on Lincoln-hancock Community School
Lincoln-Hancock Community School serves kindergarten through fourth grade in Quincy, a dense, urban city just south of Boston. It is a regular public school within the Quincy district and sits on Granite Street, in a part of the city that blends commercial strips with residential streets. Because it covers only the early elementary grades, there is no graduation rate or high school outcome to examine. The school is not a charter, magnet, or Title I school, and state testing data begins at grade three, which is the first tested grade in Massachusetts.
The student body is diverse. White and Asian students each make up a sizable share of enrollment, with smaller but notable Black and Hispanic populations. The school also serves families from a mix of backgrounds, reflecting Quincy’s character as an urban center with a strong immigrant community and a growing professional workforce tied to Boston. Information on the share of students who qualify for free or reduced-price lunch was not available, and data on students with individualized education plans or English learner status were also missing, so a more complete picture of economic and learning support needs is not accessible from the data provided.
On the most recent state assessments, overall proficiency in math and English language arts was lower than the midpoint of districts in Norfolk County, placing Lincoln-Hancock in the bottom quarter of that comparison set. In math, a minority of students reached the proficient level. In English language arts, the results were similar. Looking back over several years, math proficiency has fluctuated around a modest share, while English language arts proficiency had been at a majority level in the mid-2010s, then dropped notably and has stayed at a lower level in recent years. This decline in ELA performance is a soft spot that a parent may want to explore further by speaking with the school about curriculum and support strategies.
The school sits in Quincy, a city of substantial size and the largest in Norfolk County. Its neighborhoods range from the dense, walkable Quincy Center, with its MBTA Red Line stations, to more auto-oriented residential areas. Housing costs in the area are high, with home values and rents well above national averages. The city has seen significant redevelopment, particularly around transit nodes, and continues to grow. The Quincy district itself was searched for recent changes that would affect parents, but no specific lasting developments were found in the publicly available information.
Lincoln-Hancock is a neighborhood school in a dense, diverse, transit-connected city. Its enrollment size is typical for an elementary school serving those grades. For a family that values urban living, proximity to Boston via the Red Line, and a multicultural student body, this school offers a community setting in a city with strong civic anchors and ongoing revitalization. The academic results, however, are lower than many surrounding districts, and the trend in literacy is a particular area where the school appears to be working to regain earlier performance levels. That is the central tension a prospective parent would want to weigh against the advantages of the location and the school’s role within the Quincy public schools.
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