The top reported proficiency rate is 25% in Social studies. The lowest is 11% in Science.
Original Research by School Decision on Boston Green Academy Horace Mann Charter School (district)
Boston Green Academy Horace Mann Charter School (District) is a single-school charter district in Suffolk County serving grades six through twelve. The school itself is named Boston Green Academy Horace Mann Charter School and operates as an open-enrollment charter under Massachusetts’ Horace Mann model, which means it is a unionized charter school with district oversight while retaining charter freedoms. Because this is a charter district consisting of one school, everything here describes that one campus.
The student body is predominantly Black and Hispanic, together making up the large majority of enrolled students, with a smaller share of white students and small numbers of Asian, multiracial, and Native American students. The total enrollment is modest for a secondary school, with a grade-by-grade distribution that shows a dip in middle school enrollment and a larger high school population. Some students are designated as ungraded, which may reflect students in alternative or special education programming. The school’s free-or-reduced-price lunch rate was not available in the data, nor was the special education or English learner share, so a family looking to understand the socioeconomic and linguistic support context would want to ask the school directly.
On state testing, Boston Green Academy’s results on the NextGen MCAS are well below the midpoint among Suffolk County’s districts. The proficiency index places the school in the bottom quartile of the county. In math, a small share of students tested scored proficient or above. In English language arts, the share was slightly higher but still low. Science proficiency was similarly low, and social studies at grade eight was higher but still modest. These are the results of the state’s regular assessments, and they represent a substantial gap from the county median. Participation rates were high across all tested subjects, so the results reflect nearly the entire enrolled population in those grades.
Chronic absenteeism is high, and the rate places the school in the bottom quartile among Suffolk County districts, meaning a larger share of students are missing significant amounts of school than at most other districts in the county. This is a pattern a parent would want to understand in terms of what supports the school offers to address attendance and re-engagement.
Per-pupil current spending is in the lower range among the county’s districts. This does not necessarily mean the school is underfunded—charter schools often operate with different funding formulas and may allocate money differently than traditional district schools—but it is a lower spending level relative to peers.
No graduation rate was available in the data. Because the school serves grades six through twelve, this is a gap worth noting; a family looking at this as a high school option should ask directly about four-year graduation outcomes.
The district brief turned up no recent property-tax shifts, referenda, or curriculum overhauls with lasting parent impact. The school’s website and public materials were searched, but nothing was found about a recent change that would affect a family’s decision. The school’s locale was not provided, so there is no information about whether this is an urban, suburban, or rural setting, though given it is in Suffolk County—which contains Boston—it is almost certainly an urban school.
What a parent gets here is a small secondary charter school with a diverse student body, a strong commitment to serving students who may not have found the right fit elsewhere, and state test results that are far below county averages. The high chronic absenteeism and lower spending are additional factors to investigate. For a family whose priority is a school that works intensively with students who have struggled in traditional settings, or who value the charter model’s autonomy, this may be a fit. For a family primarily seeking strong standardized test performance, this school’s numbers do not show that. The best next step would be to visit the school, talk to administrators about their academic supports, attendance strategies, and postsecondary outcomes for graduates, since those data points are not available here.
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