The Lynn School Committee convened on November 14, 2024, to address critical issues regarding student graduation and dropout rates, particularly among Hispanic, Latinx, and English learner students. The meeting began with a presentation of data from the Massachusetts Department of Elementary and Secondary Education (DESE), revealing that only 72.1% of Hispanic or Latinx students and 50.9% of English learner students graduated with a four-year degree. Alarmingly, the dropout rates were reported at 18.7% for Hispanic students and 36.6% for English learners.

The committee emphasized the importance of understanding these concerning statistics, which prompted their research objective to investigate the underlying reasons for the high dropout and low graduation rates among these student groups. The data collection involved utilizing Open Architect to analyze the Lynn Public Schools (LPS) climate and culture survey, focusing on aspects of diversity, inclusion, and cultural awareness.

The findings indicated that Hispanic and Latinx students' responses regarding school belonging did not significantly deviate from the mean, suggesting a stable sense of belonging within the school environment. In contrast, English learner students reported a stronger sense of belonging compared to their peers. However, English learners expressed lower satisfaction in the areas of diversity and inclusion, indicating potential gaps in their school experience.

The committee's observations highlighted that while Hispanic, Latinx, and English learner students generally felt included, there were notable deficiencies in the areas of cultural awareness and action, particularly for English learners. This data will inform future initiatives aimed at improving educational outcomes for these student populations.

The meeting concluded with a commitment to further explore these issues and develop strategies to enhance support for Hispanic, Latinx, and English learner students, ensuring that all students have the opportunity to succeed academically.