Lincoln High School

School data

Mission Statement

We believe that all students deserve:

A proper and suitable public education by adults who offer fair opportunities for all students to be successful. We feel students deserve dedicated teachers who are excellent role models and provide a caring and safe environment. We believe all students deserve an atmosphere where learning is encouraged and expected. We believe all students deserve to be treated with respect in a harassment free setting. We believe students deserve to be empowered to develop goals through broad exposure to careers and future life choices. We believe all students deserve to feel a sense of support from a variety of sources.

School Community

School Details

Lincoln High is a Title I school with a student population of 361 during the 2011-2012 school year. Of those, 358 students were White, 1 was Black/African American, 1 was Hispanic/Latino, and 1 was of two or more races.

The student to teacher ratio is about 13 students per teacher.

39% of students are eligible to receive free lunch, and 12% are eligible for reduced lunch.

72.9% of students passed the ECA English/language arts standard, and 45.2% passed the ECA math standard, a much larger gap than the state percentiles of 75% for English/language arts and 68.8% for math.

During the 2012-2013 school year, 32 students were suspended, but none were expelled.

The attendance rate at Lincoln High is 94.1.

Western Wayne Schools

The average per-pupil expenditure reported for the 2012-2013 school year was $9,492.

Teacher salaries range from $32,116 to $57,742, much narrower than the state range of $24,000 to $87,602.

The high school graduation rate is 82.4, and 66.7% of graduates pursue college education.


As I go into my student teaching, it is helpful to know some information about the school at which I will be teaching. Having an idea of the type of community I will be entering helps me to prepare to join it knowingly and intentionally.

It is helpful to know about the demographics of the school so that I can plan classes that will be meaningful to the types of students that I will most likely be teaching. I must be conscious and sensitive to the different kinds of difficulties that students face based on their backgrounds, whether it be racial or cultural, economic, or location-based (city vs. town vs. country). Teaching students who have always lived in a town like Cambridge City will be significantly different from teaching students who have had experience living in other cities, states, or countries, or even students who have always lived in a larger city.

I would be interested to know some information about religious diversity at Lincoln High. I'm not sure if this information would even be available, but I would like to know, for example, how many students regularly attend church or religious meetings, and what types of churches, synagogues, etc. their families belong to. I believe that often religious background influences the kind of language that is meaningful, or sometimes problematic, to a person. This would also help me to understand something about the family dynamics of some of my students, and may explain some types of behavior that may stem from rejection of a family's religious beliefs or practices.