The top reported proficiency rate is 35% in Math. The lowest is 20% in Science.
Original Research by School Decision on John E. Mccarthy
John E. McCarthy is an elementary school in Peabody, Massachusetts, serving pre-kindergarten through fifth grade. It is a regular public school within the Peabody district. For a family considering this school, the most important fact to weigh is that its academic performance, as measured by state assessments, falls well below the middle of the pack when placed relative to districts in Essex County. Overall proficiency across tested subjects and grades places the school in the bottom quartile among its county peers.
State testing data from the most recent school year shows that roughly one in three students scored at the proficient level or above in both math and English language arts. In science, the share was about one in five. These are soft spots that a parent may want to discuss directly with the school to understand the instructional context and any improvement efforts underway. Looking back over the past several years, proficiency rates have moved downward. In math, the share of students meeting the state standard has declined from a level above half to roughly a third today. ELA results followed a similar trajectory. While state tests capture only one aspect of a school’s work, the trend is a clear one and worth a conversation with the administration.
Enrollment totals just under four hundred students. The student body is predominantly white, with a substantial Hispanic presence and smaller shares of Black, Asian, and multiracial students. Data on the share of students qualifying for free or reduced-price meals is not available, nor are counts of students with individualized education plans or English learners. Those gaps mean that a family cannot directly assess the school’s economic or linguistic diversity from this data alone, so asking the school directly would be useful.
John E. McCarthy is an elementary-only school, so there is no graduation rate to report. Chronic absenteeism data is also absent. No information on discipline, staffing ratios, or course access was available, limiting what can be said about the school environment and supports. Families who value a smallish elementary setting with a neighborhood feel in a city like Peabody may find the size appealing, but the missing operational context leaves room for inquiry.
Peabody itself is a city in Essex County, roughly a half-hour north of Boston. Housing values in the area are elevated. The typical home value stands well above the national benchmark, and the median listing price in the county is near the eight-hundred-thousand-dollar mark. Rental costs also run high relative to incomes. The local housing market has seen a notable increase in active listings compared with a year ago, and pending listings have risen sharply, suggesting a period of elevated turnover. For a family moving to the area, the cost of housing is a significant factor, and the school’s performance profile sits in tension with a market that often signals high demand for well-regarded schools.
A search for recent district-level changes in Peabody turned up no sourceable lasting parent-relevant developments such as budget overrides, building projects, or curriculum shifts. That absence does not mean nothing is happening, but it means no concrete changes were found to report.
In sum, John E. McCarthy is a mid-sized public elementary school in an expensive housing market whose state test results place it lower than most schools in Essex County. This profile may fit families who prioritize proximity, a regular public school setting, and the early-grade focus, but who are also prepared to engage with the school about its academic trajectory and support structures. The missing data on economic need, special education, and English learning mean that a fuller picture requires a direct visit and conversation with school staff.
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