The top reported proficiency rate is 34% in Science. The lowest is 23% in Math.
Original Research by School Decision on Mary E. Baker School
Mary E. Baker School is a regular public elementary school in Brockton, Massachusetts, serving students from kindergarten through fifth grade. It is part of the Brockton Public Schools district, a large urban system that has drawn increased state oversight in recent years. A parent considering Baker should understand the academic context the school operates within and the broader district environment that shapes it.
The student body at Baker is diverse and predominantly non-white, reflecting the broader demographics of Brockton, a city with a large Black and Cape Verdean American population. The school serves a substantial number of students from a range of racial and ethnic backgrounds. This creates a peer environment where children are exposed to a wide variety of cultures and life experiences from an early age.
On state assessments, which are the NextGen MCAS, Baker’s students as a group have posted proficiency rates that are well below statewide averages. The most recent testing year shows that about a quarter of students met or exceeded proficiency standards in both English language arts and mathematics, and about a third did so in science. These figures place the school in the bottom quartile for overall proficiency when compared to other schools across Plymouth County. The multi-year trend data shows that these proficiency rates have been relatively stable over the last decade, with no sustained upward trajectory. A parent looking at these results will want to discuss with the school what supports are in place for students who are not meeting grade-level benchmarks and how the school identifies and accelerates learning for those who are behind.
Because Baker only goes through fifth grade, there is no graduation rate or high school readiness metric to assess at this level. The broader district context, however, is relevant. Brockton Public Schools as a whole was classified by the Massachusetts Department of Elementary and Secondary Education as "requiring assistance or intervention" in its most recent accountability report, with the state citing a low graduation rate and moderate progress toward improvement targets. This means the district operates under sustained state-level oversight. Additionally, in early 2024, Brockton High School made national news after four school committee members requested National Guard assistance to address violence and security staffing shortages at the high school. While this directly concerns the high school, it reflects systemic challenges in the district that families with children at an elementary school may want to be aware of as they look ahead to middle and high school.
The housing market in Brockton and the surrounding area is active, with home values that place it as a relatively more affordable option compared to much of eastern Massachusetts. This is a city with dense residential neighborhoods, a traditional downtown, and commuter rail access to Boston, which makes it a practical choice for families who work in the region but find suburban prices out of reach.
Program offerings at Baker were not available in the data provided, so a parent interested in specific enrichment, arts, or extracurricular activities should contact the school directly to learn what is available. The school has high student participation in state testing, which indicates that nearly all enrolled students are assessed, providing a complete picture of schoolwide performance rather than a selective sample.
For a family, Mary E. Baker School presents as an elementary option within a large, diverse urban district that is under significant pressure to improve academic outcomes. The school’s test results indicate that a majority of students are not yet at grade-level proficiency, which is a serious consideration. The district’s classification and the well-publicized challenges at the high school signal that the system overall is navigating difficult conditions. A parent looking at Baker should visit, talk to teachers and current parents about how the school addresses individual student needs, and understand what pathways and supports will be available as their child moves through the Brockton system into higher grades.
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