Summary
Heron Pond Elementary School is a public school in Milford, New Hampshire, serving 552 students in grades 2–5 as part of the Milford School District. The school is one of the larger elementary schools in the area and shares its campus with Milford Early Education Experiences, while Jacques Memorial Elementary serves Milford students in kindergarten and first grade. Heron Pond currently ranks 182nd out of 230 New Hampshire schools, placing it in the 21st percentile with a one-star rating. Its ranking was considerably stronger in the mid-to-late 2010s, when it generally fell between the 55th and 68th percentiles, but performance has declined over several years.
In 2025–26, 33% of students were proficient in mathematics, 45% in reading, and 26% in science. Each result was below the New Hampshire average of 44%, 55%, and 38%, respectively. Mathematics has declined steadily, from 41% proficiency in 2022–23 to 33% currently, while science is the weakest subject overall. Fifth grade is the clearest area of concern: only 23% of fifth graders were proficient in math, 41% in reading, and 26% in science. Reading is the school’s relative academic strength, particularly in fourth grade, where 52% of students were proficient—matching the state rate. Heron Pond’s student-teacher ratio is 12.2:1, higher than most nearby schools, although it improved from the prior year.
Florence Rideout Elementary School is the most useful nearby comparison because it serves a similar grade range and has a similar economic profile; it reported higher proficiency in math, reading, and science at 46%, 50%, and 33%. Results at smaller, higher-performing schools such as Mason Elementary School and Mont Vernon Village School were substantially stronger, though their enrollments and community characteristics differ. The school’s comparatively strong special education subgroup results may offer useful practices for broader intervention efforts. Key priorities appear to be fifth-grade support, mathematics recovery, science instruction, and building intervention capacity in a large-school setting.
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