Summary
Westminster Elementary in Westminster, MA, is a grades 2–5 school serving 375 students in the Ashburnham-Westminster district, located in central Massachusetts. In 2025–26, it ranked 558th of 899 Massachusetts schools—38th percentile, 2 stars—while the district ranked 208th of 351 districts, in the 41st percentile with 2 stars. Its history shows a long downward drift from 390th of 932 (58th percentile, 3 stars) in 2015–16, recently settling in the low 40s and then 38th percentile.
Academically, Westminster’s 2025–26 MCAS results are mixed. Math is comparatively stronger: 39.49% proficient, above the district’s 38.85% and same-district Briggs Elementary, but below Hubbardston Center and Thomas Prince. ELA is a relative weakness at 32.73%, below the district’s 40.56% and the state’s 40.03%, and below those same higher-ranked schools, though above Crocker Elementary. Science is the most volatile subject: it was 47.19% proficient in 2024–25, above district and state, then fell to 29.79% in 2025–26, below both and far below those two stronger nearby schools. Grade 4 math is the strongest single result at 45.36%, above district and state, while grade 5 is the clearest pressure point, with the school’s lowest ELA and math results and science far below the state’s 43.07%.
Other data add context. Special education effectiveness has improved to the 51st percentile, about the statewide median, while low-SES effectiveness dropped sharply from the 74th percentile in 2023–24 to the 20th percentile in 2025–26. The 2024–25 student-teacher ratio was 12.8, moderate among nearby schools. Per-student spending in 2020–21 was $12,855, the lowest among nearby schools with reported data, yet the school outperforms several higher-spending Fitchburg and Gardner schools. It ranks above Crocker Elementary, Northwest, McKay Elementary School, Gardner Elementary School, and Reingold Elementary, but below Hubbardston Center and Thomas Prince, and is close to its same-district peer. Free/reduced lunch data are unavailable, so they should not be treated as zero. Overall, the school is mid-to-lower-performing but not bottom-tier; its strengths are math and recent special education improvement, while ELA, the 2025–26 science drop, grade 5 results, and low-SES effectiveness are the main concerns.
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