The top reported proficiency rate is 33% in Science. The lowest is 0% in English language arts.
Original Research by School Decision on Peabody Personalized Remote Education Program
The Peabody Personalized Remote Education Program is a regular public school within the Peabody school district, serving students from grade two through grade twelve entirely through remote instruction. For a family weighing a fully online public school option, this is the central fact: the hallmark is its virtual delivery model, not a particular academic brand or a selective admission process. This is a school for students who, for whatever reason, need or prefer to learn from home, within the structure of a public school system.
Its enrollment is small, reflecting the niche nature of the program. The student body is predominantly white, with a Hispanic/Latino share that is substantial, and small shares of Asian, Black, and multiracial students. The school spans both elementary and secondary grades, but the enrollment tilts heavily toward the upper grades, suggesting that most families enter the program at the middle or high school level. The number of tested students each year is very small, which means school-level proficiency rates should be read with that small-sample caution in mind.
State testing data reveals a pattern of very low proficiency rates on the NextGen MCAS. In the most recent year for which results are available, none of the students in tested grades met the proficient or above threshold in math or English language arts. That is a sharp drop from prior years, when proficiency rates were still low but not at zero. In an earlier year, roughly a quarter of students scored proficient in ELA; a year after that it dropped to single-digits, and the most recent year shows none. A similar pattern appears in math, with the rate falling from low single-digits to zero. A parent considering this school should look into this further with the school and the district. The small tested population means a handful of students can shift the rate dramatically, but the direction of the trend over recent years is unmistakably downward. A single year of science data from the prior year shows a higher share of students reaching proficiency, which offers a sliver of contrast but does not change the overall picture.
Because this school does not serve a traditional high school population in a brick-and-mortar setting, standard metrics like a graduation rate and chronic absenteeism rate are not reported in the available data. The program appears to function as an alternative pathway within the district, so those measures may not apply in the same way they would for a comprehensive high school.
The program operates out of an address on Lowell Street in Peabody. No sourceable recent changes to the Peabody district were found in publicly available records. No curriculum or program offerings were reported, so it is unclear whether students have access to advanced coursework, career pathways, or extracurriculars through the remote model. A family would need to ask the district directly how the remote program connects to the broader high school course catalog, including any honors, Advanced Placement, or dual-enrollment options.
The housing market in the Peabody area, using the zip code data, shows home values well above the national median. Rent is also high. For a family contemplating a move to Peabody specifically for this program, the cost of housing will be a factor. The county-level housing market is very competitive, with homes going under contract quickly, a high demand score, and a very tight supply. The median listing price in Essex County has softened slightly year-over-year but remains elevated compared to national norms.
The Peabody Personalized Remote Education Program is a small, niche offering within a mid-sized district. Its academic results on state tests are very low, and the trend is declining. For a family whose priority is a fully remote public school option, this program provides that structure, but the academic outcomes as measured by state assessments are a serious consideration. Given the small numbers of students, a conversation with the school about its instructional approach, student support, and the profile of families who find success here would be essential.
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