The top reported proficiency rate is 15% in Science. The lowest is 13% in Math.
Original Research by School Decision on Shaw Elementary School
Shaw Elementary School serves prekindergarten through fifth grade in the Dorchester neighborhood of Boston. It is a regular public school within the Boston Public Schools system, one of many elementary buildings scattered across the neighborhood's residential streets rather than concentrated in a single civic hub. Dorchester itself is Boston's largest and most diverse neighborhood, with a dense urban fabric of triple-deckers, storefronts, and commercial squares such as Fields Corner and Uphams Corner, which are active pedestrian districts. The neighborhood is served by multiple MBTA Red Line stations and the Mattapan Trolley, supporting transit-oriented street life. The school's location on Norfolk Street places it within this constellation of sub-neighborhoods, each with its own character and commercial spine.
The student body is predominantly Black and Hispanic, with the remainder identifying as two or more races, white, or American Indian or Alaska Native. The school's enrollment is on the smaller side for an elementary school spanning these grade levels. Data on the share of students who qualify for free or reduced-price lunch, as well as counts of students with individualized education plans and English learner status, were not available in the provided records. A parent may want to ask the school directly about these support populations, as they often shape the resources a school provides.
On the 2024-25 NextGen MCAS assessments, the share of students scoring proficient or above was notably low in all three tested subjects. In English language arts, the proportion was less than one in six students, and in mathematics it was only slightly higher. Science results, which reflect only fifth-grade test-takers, were similar. Participation rates were complete, so the results reflect nearly the whole tested population. The multi-year trend data show that proficiency in both English language arts and mathematics has fluctuated over the past several years, with a peak in the 2018-19 school year followed by a sharp decline. The most recent two years show stability at the lower end of that range. There were no changes to the assessment name or cut scores that would explain the shift. Compared with other schools in Suffolk County, Shaw's overall proficiency across tested subjects sits in the bottom quartile of districts. That comparison set includes more than twenty districts within the county, so the context is a countywide one, not a neighborhood one. A parent should look into what targeted academic supports the school offers and how the school addresses the needs of students who are not yet at grade level.
The school serves only elementary grades, so there is no graduation rate to report. Information on chronic absenteeism, staffing ratios, course access in the upper grades, and discipline was also absent from the data provided. These are all areas a parent may wish to explore directly with the school.
Housing in Dorchester's zip code carries a price tag well above national norms, and the typical monthly mortgage payment would require a substantial share of the median household income. Rental costs also command a significant portion of income. The neighborhood has seen ongoing residential and commercial development, particularly along transit corridors, and the Boston Planning and Development Agency has an initiative focused on guiding growth along Dorchester Avenue. Development pressure and gentrification are noted concerns for long-time residents. For families considering a move to the neighborhood, the housing market is competitive.
The school is a regular public elementary school with no charter or magnet status. The state testing participation was full in all subjects. The school's academic performance as measured by state assessments is a clear soft spot. For a family weighing this school, the core question is whether the available supports and school environment match a child who may need significant academic intervention. The school does not appear to offer a specialized program or selective admissions that might draw a different peer mix; it is a neighborhood elementary serving its local attendance zone. The wider Boston Public Schools system operates many schools, and district policy or program options may be relevant to explore, though the district brief turned up little specific to report for recent changes. A parent visiting the school and asking directly about reading and math intervention, enrichment, and how the school engages families around academics would be a sensible next step.
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