Original Research by School Decision on Robert Frost Charter School
Robert Frost Charter School is a very small public charter school in New Hampshire that operates as its own district, serving students from kindergarten through twelfth grade. The school is organized into two buildings: an elementary program and a high school program, both open and operating. Enrollment is tiny, with just a handful of students in each grade. This is a school where classes are small by design, and families are choosing an alternative to the larger traditional public school options in the area.
The school's expansion to a full K-12 pathway is a relatively recent development. Publicly reported information from the school indicates that in early 2022 the New Hampshire State Board of Education unanimously approved the school's expansion from a K-8 program to include grades 9-12. The school describes itself as the first public charter high school option in the Mount Washington Valley, giving families a continuous K-12 charter path where one had not existed before. Because the high school grades are new, this is still a young secondary program, and families considering it for older students may want to ask the school directly about how the upper grades are being built out over time.
The student body is predominantly white. The data does not include information on free or reduced-price lunch eligibility, special education enrollment, or English learner status, so there is no picture here of the economic or support-services profile of the enrollment. A parent wanting to understand how the school serves students with specific needs would need to go directly to the school for that information.
State assessment results for the most recent year were suppressed at every grade level, a pattern that typically reflects very small testing populations. When only one or two students sit for an exam in a given grade, results are withheld to protect student privacy, and that appears to be what is happening here. The school does have aggregate proficiency data available for a single recent year, and it shows a contrast between subjects. English language arts proficiency was at a moderate level, with a majority of tested students meeting the state standard. Mathematics proficiency was considerably lower, with a much smaller share of students reaching proficiency. This is a single-year snapshot with no trend data available, so it is hard to say whether these results are typical or anomalous. A parent may want to look into this further with the school, particularly the math results, to understand what curriculum and support structures are in place.
No graduation rate data is available, which is consistent with the high school program being newly established. No information was available on the surrounding community, housing market, or economic context. The school's locale, staffing levels, course offerings, discipline data, and attendance patterns were also not provided. Program details such as Advanced Placement, dual-credit, or career pathways were not included in the data we received, so rather than guess at what may or may not be offered, we note that gap. Families considering this school for a middle or high school student would benefit from asking the school directly about its academic program, extracurricular offerings, and how it plans to grow the secondary grades in the coming years.
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