The top reported proficiency rate is 24% in Science. The lowest is 22% in English language arts.
Original Research by School Decision on Match Charter Public School (district)
MATCH Charter Public School functions as a single-school charter district in Suffolk County, operating a full pre-kindergarten through grade twelve program. The district is built around one campus and draws a student body that is overwhelmingly Black and Hispanic, together making up the vast majority of enrollment. White students, Asian students, and students from other racial backgrounds each account for only a small fraction of the population. Data on economic disadvantage, such as the share of students eligible for free or reduced-price meals, was not available in the record, nor were counts for students receiving special education services or English learner support.
On the Massachusetts Next-Generation MCAS assessments for grades three through eight, the district’s overall proficiency rate across tested subjects places it below the midpoint among Suffolk County’s districts. In math and English language arts, the proportion of students scoring at the proficient or advanced level is modest. Results for science and for eighth-grade social studies follow a similar pattern. Participation rates on these tests were high, indicating that the reported scores reflect nearly all enrolled students in those grades.
Chronic absenteeism, defined as missing a certain share of school days, is a metric that parents may want to examine further. The district’s chronic absenteeism rate positions it above the midpoint among county districts; for this measure, a lower rate is generally considered better, so the district’s ranking signals room for attention. The per-pupil current spending by the district falls in the middle range, upper half when compared with other districts in Suffolk County, which suggests that financial resources are relatively robust.
The district’s high school graduation rate was not available in the dataset, so it is not possible to speak to that outcome from this record. Because the district serves all grades, a parent considering the middle and high school years would want to seek out that information directly from the school or state reports.
The school environment descriptors, such as the type of locale, discipline statistics, course access, staffing ratios, and attendance details, are absent from the data provided, as are any recent district-level changes or strategic priorities. A search for parent-relevant updates turned up basic operational information but no lasting changes from recent years to highlight.
For a family evaluating MATCH Charter Public School, the picture is one of a single-site charter district serving a heavily Black and Hispanic student population in an urban county. Academic proficiency on state assessments is below the typical level for the county, while spending per student is on the higher side. The chronic absenteeism rate warrants a conversation with the school about attendance supports and school climate. With no graduation rate in the record and limited context on course pathways or special programs, a parent would be well served to visit the campus, review the school’s own report cards, and ask about postsecondary preparation, student supports, and the experience of families currently enrolled. The district’s identity as a charter school means that enrollment is by application, and the single-campus structure creates a contained community that some families seek and others may find limiting depending on their preferences for scale and program breadth.
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