The top reported proficiency rate is 80% in Math. The lowest is 72% in English language arts.
Original Research by School Decision on Hopkins Elementary School
Hopkins Elementary School serves the town of Hopkinton, Massachusetts, and is a regular public school that spans only fourth and fifth grades. This narrow band means the school is a two-year bridge in a larger district sequence, not a traditional K-5 elementary. Because it ends at fifth grade and does not serve high school, there is no graduation rate to report here; that data point is simply not applicable to a school of this grade configuration.
Hopkinton itself is an affluent, mainly residential suburb roughly a half-hour west of Boston. The town is known as the start of the Boston Marathon and is anchored by a historic common, a public library, and municipal offices clustered along Main Street. Corporate headquarters for Dell EMC provide a significant local tax base, and the town has been growing steadily, with a recent new Marathon Elementary School opening and a housing market that commands well above both the state and national benchmarks for home values. Rents in the area are high enough that renting is notably more expensive than a mortgage payment, which is a meaningful factor for any family considering a move into the district.
State testing results from the NextGen MCAS offer a clear picture of strong academic performance. In the most recent testing year, proficiency rates across math, English language arts, and science all landed well above the midpoint when compared to other schools in the state. In science, the share of students scoring proficient or above was particularly high, and math proficiency was also solid. English language arts, while still a strength by state standards, showed a proficiency rate that was a bit lower than math and science. A parent reviewing the longitudinal data will notice that proficiency in ELA has been on a gradual downward drift over the past several years, from a point where roughly eight in ten students were proficient to a level where roughly seven in ten are now. The school’s overall proficiency across all tested subjects places it in the top quartile relative to other districts in Middlesex County, a large and diverse comparison set that includes Boston suburbs, mill towns, and rural districts alike, so this is a genuinely strong position. Hopkins stands comfortably among the higher-performing schools in that countywide field.
The student body is large for a school serving only two grades, and its demographic composition is racially and ethnically varied. White students make up just over half of enrollment, while Asian students constitute a substantial share, and a smaller but present mix of students who are Hispanic, Black, or identify as two or more races rounds out the community. The school serves very few students who are American Indian or Alaska Native. Free or reduced-price lunch data was not available in the record, so it is not possible to characterize the school’s economic diversity from this information, nor are counts of students with disabilities or English learners present in the data. Those are gaps a parent would want to explore by speaking directly with the school or consulting state supplemental reports.
The school environment section returned no data on discipline, chronic absenteeism, staffing ratios, or course access. That means there is no basis here for a family to compare things like class sizes or the availability of enrichment. Those are important practical questions that the available record simply does not answer, and a parent should treat that silence as a prompt for a direct inquiry.
Program offerings were also absent from the data. For a school that serves only fourth and fifth graders, the absence is less remarkable than it would be for a high school; elementary-level program data is often not reported in statewide formats the way AP or dual-credit course access is for secondary schools. Still, a family looking for details on music, art, physical education, world language exposure, or extracurricular clubs will need to look beyond this profile.
The district brief did not identify any recent parent-relevant changes such as curriculum adoptions, boundary adjustments, or tax overrides. That does not mean nothing has changed, only that nothing surfaced in the search that met the threshold of a lasting, parent-facing shift. The town’s growth and the recent construction of a new elementary school suggest a district in expansion mode, which can sometimes bring enrollment pressures or facility adjustments at the upper elementary and middle school levels.
Hopkins Elementary offers a straightforward academic proposition for the two years a student spends there. Testing results are consistently strong in math and science, with ELA slightly softer but still above the local county median by a wide margin. The setting is an affluent, growing suburb with high housing costs and a long commuter profile. What is missing from the picture are the everyday operational details that matter to a family: class size, special education and English learner support structures, and the specific enrichment opportunities fourth and fifth graders can expect. Those are not gaps the data can fill, and a parent making a choice between this school and another would want to get them from the school directly. Based on what is reported, Hopkins is a school where a large cohort of students moves through its two grades with a high rate of academic success relative to a broad regional benchmark.
See more original research from School Decision →