The top reported proficiency rate is 16% in English language arts. The lowest is 11% in Math.
Original Research by School Decision on Barbieri Elementary
Barbieri Elementary is a K-5 regular public school in Framingham, known under the Framingham Public Schools system. It is important to note that the district underwent a structural shift starting in the 2022-2023 school year, moving 5th grade into middle school and creating K-4 elementary schools. Barbieri’s data, as reported here, still reflects a K-5 configuration, so families should clarify with the district whether the school currently serves K-4 or K-5, as the available information may lag behind the actual change.
The school serves a student body that is predominantly Hispanic. State testing data from the most recent year shows proficiency rates that are well below the midpoint when compared to other districts in Middlesex County. For context, across the tested subjects of math, English language arts, and science, the share of students scoring proficient or above is in the low double digits. This places Barbieri in the bottom quartile of districts in Middlesex County on an overall proficiency index. The school has a strong participation rate in state testing, meaning nearly all enrolled students took the assessments.
A look at the school’s own test results over time shows that proficiency rates in both math and ELA have fluctuated but have remained consistently low since the 2016-2017 school year, with no sustained upward trend. The most recent results are among the lowest recorded for the school in the available data. This is a soft spot a parent may want to investigate further with the school, specifically regarding the academic supports and interventions currently in place.
The student population is large for an elementary school. The vast majority of students are Hispanic, with a smaller share identifying as White and a very small percentage identifying as Black, Asian, or two or more races. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are English learners was not available for this report. This is a notable gap, as these figures can provide important context for the school’s academic profile and resource allocation.
The school environment data, such as discipline rates, staffing ratios, and chronic absenteeism, was also missing from the available information. A parent looking into the school may want to ask directly about classroom sizes, teacher experience and retention, and the school’s approach to student behavior and support.
Barbieri is located in Framingham, a mid-sized city in the MetroWest region about 20 miles west of downtown Boston. Framingham has one of the largest Brazilian American populations in the United States and a diverse, mixed-use character that blends suburban neighborhoods, commercial corridors, and historic districts. Major employers in the city include Bose Corporation, Staples, TJX, and Sanofi-Genzyme, alongside the public schools and Framingham State University.
The housing market in the area is expensive, reflecting its position within the Greater Boston region. Home values and rents are above national averages, and the cost of living is elevated. The local real estate market is active, with homes typically selling quickly. For a family considering this school, the housing context is a serious factor.
In short, Barbieri Elementary serves a large, predominantly Hispanic student body in a diverse city. Its state test scores are low relative to other schools in its county, and this has been a consistent pattern over time. Without information on free lunch eligibility, English learner status, or special education enrollment, it is difficult to fully interpret those scores. The broader district has recently reorganized its grade configurations, so families should verify the current grade structure at the school. This is a school where active inquiry into academic support programs and the school’s own improvement efforts would be essential for a parent making a decision.
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