The Experiential School of Greensboro

The Experiential School of Greensboro is the sole school in this data set, a K–8 school in Greensboro, North Carolina, that serves just 191 students and functions as its own single-school district. Despite being classified as an elementary school, it spans kindergarten through 8th grade, and its modest enrollment means each grade level contains only about 20 students. The school benefits from a low student-teacher ratio of 10.2 students per teacher, and just over half of its students (50.26%) qualify for free or reduced-price lunch.

The most striking finding is the school's sharp decline in statewide standing, as The Experiential School of Greensboro fell from the 27th percentile in 2024–2025 to the 5th percentile in 2025–2026, dropping from 1 star to 0 stars. Academic proficiency is low across most subjects, with the most severe struggles occurring in 3rd grade, where math proficiency was just 8.3% compared to 66.4% statewide, and reading proficiency was also 8.3% versus 55.6% statewide. However, there are meaningful bright spots: 8th-grade science proficiency reached 73.9% in 2025–2026, above the state rate of 68.6%, and in 2024–2025 the school exceeded state averages in 5th-grade reading, 8th-grade reading, and both 5th- and 8th-grade science. Given the small cohorts, these year-to-year swings should be interpreted cautiously, as a difference of just a few students can produce dramatic percentage changes.

Attendance and economic factors present additional challenges. The school's chronic absenteeism rate is 31.9%, substantially higher than the state rate of 24.2%, which likely contributes to low achievement in reading and math. The mixed grade-level pattern—with 3rd grade far below state averages while 6th- and 8th-grade scores approach or exceed them—suggests cohort volatility rather than a uniform schoolwide issue. Ultimately, the school faces urgent needs in early-grade literacy and numeracy, but its low student-teacher ratio and relative strength in upper-grade science indicate capacity for improvement through targeted interventions and attendance support.