The top reported proficiency rate is 47% in Math. The lowest is 22% in Science.
Original Research by School Decision on Expeditionary Learning Academy at Moylan School
Expeditionary Learning Academy at Moylan School is a small public elementary and pre-kindergarten school in Hartford serving fewer than 400 students from pre-K through grade 5. The enrollment is heavily Hispanic, with students of color making up the vast majority; more than four in five students qualify for free or reduced-price lunch, reflecting the economic circumstances of the neighborhoods surrounding the school. The school is located on Catherine Street in a city that has faced sustained population decline and is working to add housing and revitalize downtown and residential corridors through conversion projects and new construction.
On state assessments, the school's academic performance is below the midpoint for schools in the Capitol Planning Region. In math, the school reached proficiency on a level just above half across tested grades. In English language arts, proficiency was below half. Science proficiency was notably lower, at around one in five students meeting the standard. The data on ELA and math for grades 4 and 5 is suppressed by the state, which often reflects small cohort sizes in upper elementary grades; grade 3 math and science results for grades 5 are reported in full. These soft results in reading, math, and especially science suggest a parent may want to look into the school's instructional approach and support structures, and to discuss with school leadership what efforts are underway to improve student outcomes.
The broader Hartford School District has faced significant budget pressures. After the expiration of federal COVID relief funds, the district proposed steep spending cuts and staff reductions for the 2024-25 school year. A last-minute infusion of city and state funding helped restore some positions, but budget instability has persisted, affecting class sizes and support services across the district. This context matters for families considering any Hartford school, as resource constraints can ripple through individual buildings.
On the curriculum side, the district shifted early literacy instruction across K-2 toward an evidence-based, science-of-reading approach with new curriculum and family literacy supports, in response to Connecticut's Right to Read law. This is a lasting structural change in how young learners are taught phonics and reading foundations. The district also expanded middle and high school athletics substantially in recent years, building out sports programs that had been minimal.
The school's peer environment reflects Hartford's demographic composition: nearly all students are Hispanic or from other communities of color, and most live in households with significant economic hardship. The school serves the city in a period of active housing development downtown and in neighborhoods, with public transit well established through CTtransit buses and commuter rail at Union Station. The location is walkable and has access to community anchors including parks, libraries, and cultural institutions.
Data on special education, English learner services, attendance, and discipline were not available. A parent considering this school should seek direct conversation with the building principal or leadership team about how the school addresses literacy, math remediation, and science instruction, given the testing results, and about the specific resources and staffing available to support students at different learning levels.
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