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GreatSchools Rating

Lincoln

Public | 9-12 | 1489 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings

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21 reviews of this school


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Posted October 6, 2013

Lincoln has more AP offerings than any school in the district. They have the best welding and construction trades programs in Pierce County. Senior last year won more than $1.2 million in scholarships.
—Submitted by a teacher


Posted February 26, 2012

I am currently going to Lincoln and I've had a pretty big amount of problems. There are so many smokers that there is an actual corner where they go to smoke. The teachers range from pretty good to really bad. The kids are very loud and very morally corrupt. However, if your kid is a guy the classes are great and seem to be tailored towards guys (classes such as woodshop, JROTC, etc.)
—Submitted by a student


Posted December 16, 2010

I went to lincoln unfortunalty i had to move but i would give anything to go back to it. The teachers are great. Especially Mr.Nyland. Hes my favorite teacher. The food is good, and i love the school so much. Most people think its a really bad school but its not as bad as everyone thinks. Its actually good, the test scores are going up. I LOVE LINCOLN!!
—Submitted by a student


Posted July 21, 2010

Lincoln has always had the best teachers that really worked hard together to build and develop each and every student. It has been a family tradition to graduate from Lincoln dating back to my great grandmother. I am extremely excited to now send my child to Lincold and watch them graduate from a place that shares so much history.
—Submitted by a parent


Posted October 6, 2009

Lincoln has amazing teachers that have been working hard to implement new programs to keep students engaged in learning.


Posted October 5, 2009

One of the most diverse schools in Washington
—Submitted by a teacher


Posted October 5, 2009

Because Lincoln really loves it's students and works very hard to help them succeed at school and in life.
—Submitted by a parent


Posted October 5, 2009

Because the teachers work so hard to do their best for all students. There is great school spirit, and everyone is focused on success.
—Submitted by a teacher


Posted October 5, 2009

I love teaching at Lincoln because of the cultural diversity of our student body. I love learning Samoan from my students, hearing students speak AAVE, and teaching a heritage spanish class to Latino stduents. In addition, our admin staff & teachers care about kids and making our school a great place to learn.
—Submitted by a teacher


Posted October 4, 2009

Lincoln High School is a great place to work, and I think our students are lucky in many ways they don't even know about. As I start my 6th year teaching here, I look around and am amazed by how my fellow teachers and administrators are willing to try new things, innovate, and adjust as we strive to meet the needs of our students--they are why we are here, after all. Everything we consider, we ask ourselves, 'Is it best for students?' and then go from there. Our students are awesome, and we ultimately want them to succeed in everything they do.
—Submitted by a parent


Posted January 5, 2007

My daughter is a freshman at Lincoln. She has had wonderful teachers and coaches who are quick to respond to emailed questions or comments that I have. They have been so encouraging toward my daughter. Any achievement that she has done in sports and her classes these past few months have been rewarded with luncheons, certificates, assembly and morning announcements recognition, and by the school's newpapers/ letters. The school really rewards the students for their athletic and scholastic efforts. It is frustrating that the parent involvement is so small - at the parent meetings with the main principal each month, there aren't even a dozen parents attending to represent the 1350 kids that attend LHS! For this 2006-2007 school year, the school is in a run-down building across town as their historic 1909 school building is renovated.
—Submitted by a parent


Posted September 18, 2006

well lincoln was the best school i ever went to the teachers all cared and the principal was the best he would take the time to talk to u if i ever had a problem. and the sports teams were also alot of fun and for me to find a school i really liked was great i was real impressed with the whole school
—Submitted by a former student


Posted July 15, 2005

My daughter attended freshman year and it is the last year. Classes did not interest or challenge. Teachers seem overwhelmed. Diciplinary problems, fights including my experience with my own daughter. Whatever was negative with her in Middle School got worse. Best thing was the Student Liaison who helped me get help for my daughter's alcohol problem and met with her regularly letting me know if she was cutting classes. 'Historical' school is run down and doesn't look cared for.
—Submitted by a parent


Posted April 26, 2005

I think over all this hase to be one of the worst schools I could ever send my son to. There are to many fights, to much drug dealing. A horrable school to go to.
—Submitted by a parent


Posted September 22, 2004

As a 2002 graduste of Lincoln I would have to say that Lincoln is by far a fine school to attend. The student body is so diverse that you can meet people from every walk of life which will expand your way of thinking of how the real world is outside of your parents protective covers. The staff there wants to help the kids but they are not going to chase them down in order to help them with whatever the situation/concern might be. If the student needs helps, whether its personal or having to do with future goals, the student has to be the first one to try to get help. After that the staff will do what they can to help the student. Now that I'm in college I look back at my Lincoln life and say thank you for such an experience. Black and Gold Forever.
—Submitted by a former student


Posted August 20, 2004

Overall, I would say that Lincoln is a remarkable institution when one considers the population of students that it works with. Many of the students come from 'broken' or 'alternative' homes meaning their parents are either divorced or they do not come from a traditional nuclear setting. Furthermore, Lincoln has a high free/reduced lunch rate and a high percentage of 'first generation' college-bound students. Being a recent graduate of Lincoln, I would say that my experience at Lincoln was not a hindrance on my life goals. Lincoln produces students that attend Harvard, Stanford, Williams, Willamette, and Whitman but, at the same time, there are those that are lucky to graduate. Any parents thinking about sending your student(s) to Lincoln heed this advice- 1)the parent involvement is not strong, 2) take advantage of the AP system 3) be willing to appreciate diverse surroundings and 4)exhaust all of the many resources!
—Submitted by a former student


Posted February 23, 2004

My daughter,a senior is currently enrolled at Lincoln. As I reflect on her past 4 years, she has had a pretty good time. She has certain teachers every semester the she just adores. The school has come a long way with providing a better education for the children. Bravo Lincoln! Keep up the good work. Thanks mainly to the teachers.
—Submitted by a parent


Posted January 18, 2004

Lincoln's most positive feature is it's amount of racial diversity. As a student, you are exposed to many different ethnicities and cultures. Lincoln faculty care about students but very few succeed in mentally challenging their students. Among students, academics do not rank high in their priorities. I went to Lincoln and now attend a Nationally Acclaimed University, and I am not the only one, but I believe much of my success is a result in my participation in the Running Start program. If you send your son/daughter to Lincoln, be prepared to take an active part in your child's education to ensure they stay focused. My best advice to prospective students is to get involved in as many extracurricular activities as possible and take AP and honors courses.
—Submitted by a former student


Posted January 8, 2004

I like the Faculty at this school and when my son did attend this school they made a great effort to keep him on task and focused on suceeding and they really care about the students. My son attended this school in 2000. Staff may have turned over by now, but I was pleased with the school staff at that time.
—Submitted by a parent


Posted January 8, 2004

Lincoln is the best school I've ever gone to, and has helped me get to where I want to go in life. They find the best access to univercities and colleges, they provide great scholarships, and they have people helping me that acctually know what they're doing. Lincoln has a wonderful staff that is willing to help they're students succeed. Lincoln is Great.
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Algebra I

The state average for Algebra I was 54% in 2013.

277 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
30%

2011

 
 
40%
Biology I

The state average for Biology I was 82% in 2013.

45 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
29%
Geometry

The state average for Geometry was 93% in 2013.

74 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a

2011

 
 
56%
Integrated Math I

The state average for Integrated Math I was 53% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 96% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 22% in 2013.

147 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
13%

2011

 
 
38%
Biology I

The state average for Biology I was 66% in 2013.

302 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
43%
Geometry

The state average for Geometry was 72% in 2013.

164 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
36%

2011

 
 
40%
Integrated Math I

The state average for Integrated Math I was 28% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 61% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 19% in 2013.

31 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
n/a

2011

 
 
30%
Biology I

The state average for Biology I was 35% in 2013.

15 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
38%
Geometry

The state average for Geometry was 35% in 2013.

26 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
25%

2011

 
 
15%
Integrated Math I

The state average for Integrated Math I was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 23% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 34% in 2013.

2013

 
 
n/a

2012

 
 
20%
Geometry

The state average for Geometry was 20% in 2013.

2013

 
 
n/a

2012

 
 
33%

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 18% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students24%
Female27%
Male22%
Black19%
Asian34%
Asian/Pacific Islander27%
Hispanic21%
Multiracialn/a
Native Americann/a
Pacific Islander8%
White28%
Low income23%
Not low income30%
Special education12%
Not special education26%
Limited English26%
Migrantn/a

Biology I

All Students31%
Female33%
Male30%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic17%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White40%
Low income31%
Not low incomen/a
Special educationn/a
Not special education32%
Limited Englishn/a
Migrantn/a

Geometry

All Students58%
Female54%
Male62%
Black55%
Asian71%
Asian/Pacific Islander69%
Hispanic56%
Multiracialn/a
White61%
Low income56%
Not low income73%
Not special education56%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students15%
Female10%
Male19%
Black13%
Asian14%
Asian/Pacific Islander12%
Hispanic17%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White24%
Low income14%
Not low income19%
Special education15%
Not special education15%
Limited English7%
Migrantn/a

Biology I

All Students36%
Female32%
Male40%
Black35%
Asian30%
Asian/Pacific Islander29%
Hispanic33%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White54%
Low income36%
Not low income38%
Special education39%
Not special education36%
Limited English23%
Migrantn/a

Geometry

All Students35%
Female32%
Male39%
Black40%
Asian23%
Asian/Pacific Islander23%
Hispanic36%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White41%
Low income32%
Not low income48%
Special educationn/a
Not special education36%
Limited English27%
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students7%
Female6%
Male7%
Blackn/a
Asiann/a
Asian/Pacific Islander9%
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
Whiten/a
Low income7%
Not low incomen/a
Special educationn/a
Not special education7%
Limited Englishn/a
Migrantn/a

Biology I

All Students47%
Female46%
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low income46%
Not low incomen/a
Special educationn/a
Not special education58%
Limited Englishn/a

Geometry

All Students31%
Female33%
Male29%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low income32%
Not low incomen/a
Special educationn/a
Not special education28%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Native Americann/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Biology I

All Studentsn/a
Low incomen/a
Not special educationn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math I

All Studentsn/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Math

The state average for Math was 42% in 2010.

336 students were tested at this school in 2010.

2010

 
 
19%
Reading

The state average for Reading was 84% in 2013.

324 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%

2011

 
 
63%

2010

 
 
66%
Science

The state average for Science was 50% in 2011.

309 students were tested at this school in 2011.

2011

 
 
26%

2010

 
 
21%
Writing

The state average for Writing was 85% in 2013.

309 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
71%

2011

 
 
74%

2010

 
 
79%
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students66%
Female75%
Male57%
Black70%
Asian66%
Asian/Pacific Islander64%
Hispanic59%
Native Americann/a
Pacific Islandern/a
White72%
Low income64%
Not low income69%
Special education26%
Not special education70%
Limited English31%
Migrantn/a

Writing

All Students58%
Female74%
Male46%
Black61%
Asian53%
Asian/Pacific Islander54%
Hispanic54%
Native Americann/a
Pacific Islandern/a
White65%
Low income58%
Not low income58%
Special education26%
Not special education62%
Limited English12%
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: Washington Office of Superintendent of Public Instruction

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 26% 60%
Hispanic 25% 20%
Black 21% 5%
Asian or Asian/Pacific Islander 17% 7%
Two or more races 6% 6%
Hawaiian Native/Pacific Islander 3% 1%
American Indian/Alaska Native 2% 2%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Transitional bilingual 15%N/A8%
Special education 111%N/A13%
Students eligible for free or reduced-price lunch program 252%N/A44%
Source: 1 WA OSPI, 2009-2010
Source: 2 NCES, 2011-2012

Student-teacher ratio

  This school District averageState average
Students per classroom teacher 18N/A17
Source: WA OSPI, 2009-2010

Teacher experience

  This school District averageState average
Average years educational experience 11N/A12
Source: WA OSPI, 2009-2010

Teacher education levels

  This school District averageState average
Master's degree or higher 53%N/A66%
Source: WA OSPI, 2009-2010

Teacher resources

Special staff resources available to students Nurse(s)
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Arts & music

Visual arts
  • Drawing / sketching

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Health & athletics

Staff resources available to students
  • Nurse(s)
School leaders can update this information here.

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School basics

School Leader's name
  • Pat Erwin

Programs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Nurse(s)
Extra learning resources offered
  • Counseling
Transportation options
  • Buses/vans for students only
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

Visual arts
  • Drawing / sketching
School leaders can update this information here.

Upcoming Events

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School culture

Parent involvement
  • Tutor
School leaders can update this information here.

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701 South 37th St
Tacoma, WA 98418
Website: Click here
Phone: (253) 571-6700

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