Summary:
The Norwalk School District in Connecticut includes 13 elementary schools serving approximately 4,994 students from Pre-K/K through Grade 5 (with Concord Magnet School extending through Grade 8), in a district that ranks 113th out of 153 Connecticut districts. The strongest academic performers are Rowayton School, which posts the highest average proficiency (about 64%) and the best state rank (183rd of 491); Cranbury Elementary School, which ranks 226th and boasts the highest 3rd-grade math proficiency in the district at 76.9%; and Concord Magnet School, which has earned a 3-star rating in all three years of rank history and has the lowest chronic absenteeism rate at just 4.4%.
At the other end of the spectrum, South Norwalk Elementary School has the highest poverty rate (73.2% FRL), the highest chronic absenteeism (21.0%), and the lowest reported proficiency, while Kendall College & Career Academy holds the lowest state rank in the group at 433rd of 491. Several schools are showing meaningful improvement, however: Jefferson Marine Science Elementary School jumped from 426th to 298th in state rank with average proficiency rising from about 31% to 45%, despite serving a high-poverty student body. Silvermine Dual Language Magnet School, Fox Run Elementary School, and Wolfpit Integrated Arts Elementary School have also moved up the rankings in recent years.
Chronic absenteeism is a district strength — the weighted average across these schools is about 9.4%, well below the state rate of 16.4%. However, a consistent academic weakness is the decline in math proficiency from 3rd to 5th grade; the district's 5th-grade math proficiency is 39.0% versus 47.7% in 3rd grade. Notably, poverty is strongly correlated with proficiency, but Jefferson demonstrates that high-poverty schools can achieve solid results, outperforming schools like Tracey Magnet School and Brookside Elementary School despite comparable or higher poverty levels. Magnet status and per-pupil spending show no clear relationship with outcomes, so parents should evaluate schools on their individual results rather than labels.
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