Summary
Charlton Street is a PK-5 elementary school in the Southbridge Public School District, serving 288 students in a district that ranks near the very bottom of Massachusetts. The most critical thing for parents to know is that this school has some of the lowest academic performance in the entire state, with proficiency rates that are a fraction of even the already low district averages. In the 2024-2025 school year, only 2.3% of students were proficient in math, 4.57% in English Language Arts, and 0% in science. This is a stark contrast to nearby schools like Burgess Elementary in Sturbridge, which achieved 54.45% proficiency in math and 46.4% in ELA, or Holland Elementary in Holland, which had 61.11% proficiency in science.
What makes this especially concerning is that the school spends a relatively high amount per student—$21,701 in 2020-2021—which is significantly more than nearby schools like Burgess Elementary ($17,075) and Holland Elementary ($16,879). Despite this funding and a favorable student-to-teacher ratio of 13.7:1, the academic outcomes are among the lowest in the state. The school has been in a steady decline over the last decade, falling from the 18th percentile in 2014-2015 to the 0th percentile in the last two years. Even within the same district, West Street (grades 2-5) is outperforming Charlton Street by a significant margin, with roughly double the proficiency rates in ELA (7.8%) and math (6.07%), showing that improvement is possible within the same system.
Another troubling finding is that the school is failing every student group equally. In the 2024-2025 school year, Charlton Street ranked in the 0th percentile for female, male, Hispanic, White, Special Education, and low socio-economic status students, indicating that the educational model is not effectively serving any segment of its population. While the entire Southbridge district is low-performing (ranked 346 out of 348 districts in Massachusetts), Charlton Street is an extreme outlier even within that context, suggesting that the challenges go beyond community socioeconomic factors and point to deeper issues with school leadership, instruction, and culture.
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