Summary
Charlotte Park Elementary School is a PK–5 public school in Nashville, TN, serving 527 students and operating within Metro Nashville Public Schools, a district ranked in the bottom quartile statewide. The school itself holds a 1-star rating, with academic proficiency rates well below state averages: 26.6% in math, 19.5% in English Language Arts, and 25.0% in science, compared to state averages of 43%, 40.6%, and 46.9% respectively.
Compared to nearby schools, Charlotte Park performs modestly above the lowest-achieving neighbors but far below the top performers. For example, its proficiency rates exceed those at Park Avenue Elementary School (12.5% math, 10.7% ELA) and Cockrill Elementary School (12.3% math, 8.3% ELA), yet they lag dramatically behind Sylvan Park Elementary School (77.8% math, 78.2% ELA) and Julia Green Elementary School (85.5% math, 86.8% ELA), both located just a few miles away. One clear bright spot is attendance: Charlotte Park's chronic absenteeism has fallen from 27.5% in 2021–2022 to 16.0% in 2024–2025, now better than the district (23.3%) and state (18.3%) averages. However, this improvement has not translated into academic gains—the school's statewide ranking slipped from the 26th percentile to the 12th percentile over the same period, even as attendance improved.
The biggest concern in the data is special education outcomes. Charlotte Park's special education subgroup ranked in the 1st percentile statewide in 2024–2025 (613 out of 618 schools), a dramatic collapse from the 46th percentile just two years earlier, making this the most urgent area for intervention. Per-pupil spending is substantial at $17,102–$22,761 in recent years, with a student-teacher ratio of about 14.8. Yet higher spending does not guarantee better results: Westmeade Elementary School spends similarly, while high-performing Sylvan Park achieves far better outcomes at lower cost. Overall, Charlotte Park represents a familiar urban challenge: strong recent progress on attendance, weak and uneven academic proficiency, and a pressing need to address special education outcomes while learning from the successful practices of nearby higher-performing schools.
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