Summary
Baldwin Elementary in Norcross, GA, serves approximately 914 students in Pre-K through 5th grade and is part of Gwinnett County Public Schools, a district ranked in the top third of Georgia districts. The school serves a predominantly low-income community, with about 81% of students qualifying for free or reduced lunch, and its overall state ranking has declined from the 49th percentile in 2018-2019 to the 15th percentile in 2025-2026.
One of the school's most notable achievements is a dramatic improvement in attendance. Chronic absenteeism has fallen from 24.2% in 2021-2022 to just 10.5% in 2025-2026—now better than both the district average (15.0%) and state average (17.7%), and the lowest among nearby schools like Beaver Ridge Elementary (13.2%) and Norcross Elementary (25.0%). However, this attendance success has not yet translated into higher test scores. Math proficiency has declined, especially in 5th grade, where only 18.6% of students met proficiency in 2025-2026—far below the district average of 51.6%. Science performance has remained stagnant at roughly 23% proficient, about half the district rate. In the most recent complete ELA data (2024-2025), proficiency rates ranged from 12.4% in 3rd grade to 19.9% in 5th grade, well below district averages.
Compared to nearby schools, Baldwin sits in the middle of a cluster of lower-performing elementary schools, though some peers have shown more improvement. For example, Beaver Ridge Elementary jumped from the 20th to 39th percentile, while Baldwin's ranking stayed essentially flat. The area's charter schools, such as International Charter Academy of Georgia and Brookhaven Innovation Academy, post much higher math scores, but they serve far fewer low-income students. On a positive note, Baldwin's English Language Learner students perform relatively better (38th percentile) than other subgroups, suggesting effective support for students learning English. Per-student spending has risen 36% over three years to $15,308, and the student-teacher ratio of 12.2 is favorable, yet academic gains have not followed—pointing to the need for more targeted instructional strategies.
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