The reported proficiency rate for Math is 10%.
Original Research by School Decision on Uhs of Savannah Coastal Harbor Treatment Center
UHS of Savannah Coastal Harbor Treatment Center is a small specialized facility within the Savannah-Chatham County school system serving students in grades pre-K through twelve. The school operates with a very small enrollment concentrated in middle and high school grades, with substantial representation from grades six through eight. A very large majority of students qualify for free or reduced-price lunch, and the student body is majority white, with a meaningful minority share of Black students and smaller shares of Hispanic and multiracial students.
The school's identity and purpose are distinct from a conventional public school. As a treatment center, it serves as a therapeutic and educational setting for students with behavioral, emotional, or other support needs that require more intensive intervention than traditional school programs provide. The enrollment structure reflects this: the school has only a handful of students in elementary grades, grows somewhat in middle school, and continues into high school. This configuration suggests the school is designed to meet acute or ongoing clinical and educational needs rather than serve a neighborhood attendance zone.
State test data available on this school is thin and shows only one grade level with reported proficiency results. In grade six mathematics, a small group of students tested, and their proficiency was well below state targets. Most other grade levels in math, English language arts, science, and social studies show test counts but proficiency rates that are either not reported or not publishable due to student count thresholds. This sparse testing picture is typical of small specialized schools; it also reflects the reality that students in treatment settings may have interrupted academic progress, learning disabilities, or other factors that place them below grade-level standards. A parent considering this school would want to discuss directly with the school what academic scaffolds, tutoring, or specialized instruction are in place alongside its therapeutic focus, and what academic progress the school has seen in past cohorts of students with similar entry profiles.
Because the school serves as a regional treatment facility rather than a neighborhood public school, conventional measures like graduation rates or typical peer composition do not apply in the same way. The school's value lies in its capacity to address significant barriers to learning and stability while maintaining educational enrollment. Families seeking this placement generally do so on referral or recommendation from a counselor, clinician, or district special education coordinator who has identified that a student needs this level of support.
The broader Savannah-Chatham County school district is navigating rapid growth. The district passed a capital referendum in 2025 securing funding for new schools and rebuilds in fast-growing western Chatham County, where new housing and employer expansions like Hyundai's manufacturing plant are driving population shifts. The district is also overhauling elementary literacy instruction around the Science of Reading and adopting new core curricula. These system-level changes create both opportunity and transition; they do not directly affect a treatment-center school's function, but they signal an active, strategically focused district with resources flowing toward infrastructure and instruction.
For a family or clinician evaluating UHS of Savannah Coastal Harbor, the relevant questions are not about test rankings or typical school climate measures, but about the school's track record in helping students stabilize, engage with learning despite past disruption, and exit to less restrictive placements when ready. The school's address on Cornell Avenue places it in the Savannah area proper, and data on students' racial and economic composition show it serves a population with substantial economic hardship. Families should ask the school directly about its mission, therapeutic staffing, academic support model, and outcomes data on student transitions, reintegration, and academic growth during enrollment.
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