Lynn Public Schools seeks $15 million U.S. Department of Education magnet grant to expand themed high‑school pathways

Lynn Public Schools announced it is applying for a U.S. Department of Education magnet schools grant that officials said would bring a five-year, $15,000,000 award to the district if approved.

Marissa Lendolis, deputy superintendent for secondary schools and programs, said the grant would fund a design year followed by two implementation years and two sustainability years. “This is an opportunity to bring innovation, choice, rigor, equity, and relevance to our public schools, specifically our secondary schools,” Lendolis said. She spoke at a district webinar that included a question-and-answer session with parents, staff and community members.

The district is proposing themed, college-and-career pathways at its high schools. Shannon Gardner, executive director of innovation and grants management, described magnet themes as “high-quality rigorous standards that prepare students for higher education and career success” while keeping core academic requirements intact and adding theme-based electives and integrated instruction.

Officials said the application would include outreach already underway: presentations to the school committee, faculty briefings, school council meetings, family forums and surveys open to students in grades 5–10. Lendolis said the survey would close at 8 p.m. the night of the webinar and results would be shared at the next school committee meeting.

The presenters framed magnets as a tool for equity and integration. Lendolis cited the district’s voluntary desegregation plan (in effect since 1987) and described magnets’ goal of reducing minority-group isolation. The district also cited external research and rankings to argue that magnet programs can produce higher graduation rates, lower absenteeism and more stable, diverse faculties.

Officials discussed sample themes under consideration — including engineering, environmental science, financial technology, digital media, and International Baccalaureate frameworks — and noted some themes would emphasize career credentials and internships rather than Chapter 74 vocational shop programs. “Vocational schools are Chapter 74,” Lendolis said, noting Lynn already operates the Lynn Vocational Technical Institute; magnets, she said, could provide certifications and work-based learning but are a distinct program model.

In response to questions from attendees, district staff said key policy details will be developed during a required design year if the grant is awarded. Shannon Gardner said the district will explore enrollment processes and seat capacity during design; if seats are limited, the district would likely use a lottery and attempt to distribute seats evenly across neighborhoods. Lendolis said transfer policies, teacher certification expectations and supports for students changing pathways would be defined during design. She added that teachers would be expected to be state-certified and that DESE requirements would determine certification for certain courses.

Lendolis also discussed facilities planning for alternative programs. She said the Factor O'Leary alternative education program (transcript spelling variable) is exploring a relocation and redesign; the district is considering housing a STEAM Academy in the Factor O'Leary building if the grant is awarded.

Officials gave a broad labor-market justification for career pathways. Citing a 10-year projection provided to the district by the U.S. Department of Labor, Gardner said roughly 530,000 annual jobs are projected and that many in-demand jobs require postsecondary education or credentials; district leaders argued themed pathways can improve students’ competitiveness for higher-paying work.

The district said it will post the presentation material and a frequently asked questions document online and encouraged families to participate in forthcoming design-year conversations. Lendolis said the district expects to hear from the Department of Education by October and, if funded, would phase in programs starting in 2025 subject to staffing and budget constraints.

The webinar began with technical problems for interpreters and attendees who were unable to join language channels; presenters moved past the video example after attendees reported no audio. The session ended with officials thanking participants and directing them to posted materials and upcoming meetings for more input.