The top reported proficiency rate is 83% in English language arts. The lowest is 76% in Science.
Original Research by School Decision on Dr. Robert H. Brown Intermediate School
Dr. Robert H. Brown Intermediate School serves grades four and five in Madison, Connecticut, a built-out shoreline town that blends beaches, residential neighborhoods, and a compact historic downtown. The school is part of the Madison School District, which completed a major structural reconfiguration in fall 2025. Brown, once a traditional elementary building, was renovated and reopened as a PreK-5 school under the district's voter-approved Schools Renewal Plan. This means the building now houses younger students alongside the fourth and fifth graders in your scope, a permanent change to how the school operates and whom families encounter there.
Brown's most recent academic results show solid proficiency across tested subjects. In English language arts, roughly four out of five students in grade four achieved proficiency, with a slightly lower share in grade five. Math proficiency sits in the high seventies for grade four and mid-seventies for grade five, a meaningful performance level but one where roughly one quarter of students fell short of meeting standards. Science testing, available for grade five only, lands near the level of English language arts. Overall, across all subjects and grades tested at the school, Brown's combined proficiency sits well above the midpoint among the other districts in South Central Connecticut Planning Region, placing it in the top quartile regionally. This is a strength. The school maintained full or near-full participation rates on all state assessments, indicating students took the tests as required.
Only a single year of testing data is available, so trend cannot be calculated; a parent may want to look further with the school about how performance has moved over time and what areas staff identify for growth.
The student body is predominantly white, with smaller shares of Asian, Hispanic, and multiracial students. Enrollment is roughly split between the two grades. Free-and-reduced-price-lunch data and special-population counts were not available, so a parent seeking to understand economic diversity or the school's services for students with disabilities or English learners should ask the school directly.
Madison itself is a town of mixed economic character with a median household income above the national benchmark and median home values well above state and national standards. It is a slow-growth community focused on conservation and infill development rather than rapid expansion. The town maintains beaches, parks, hiking trails, and a pedestrian-friendly downtown anchored by the library and town green. Schools sit on separated campuses north of Interstate 95, not in the downtown core, a pattern that means family life at Brown connects to the broader school campus rather than the town center.
The Schools Renewal Plan that reopened Brown as a PreK-5 building is a permanent reconfiguration of the entire elementary system. Families with children in grades four and five should understand that this reshaping of buildings, grade configurations, and busing is now in place and will define the school experience going forward. The district is also implementing state-mandated literacy curriculum changes in early grades as part of Connecticut's Right to Read legislation, which may affect how younger siblings are taught.
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