The top reported proficiency rate is 71% in Math. The lowest is 59% in English language arts.
Original Research by School Decision on Spring Street School
Spring Street School serves kindergarten through fourth grade in Shrewsbury, a residential suburb west of Worcester. The school is one of five elementary buildings in the Shrewsbury district, and because it serves only early grades, there is no high school graduation rate or secondary-level program data to report. The school is a regular public school; it does not hold charter or magnet status, and Title I information was not available.
The student body draws from the surrounding neighborhood and reflects the broader community’s demographic mix. The largest group is white students, followed by a substantial share of Asian students. Smaller populations of students who are Hispanic, two or more races, and Black round out the enrollment. Data on students with disabilities and English learners was not reported. The school is small enough that each grade from kindergarten through fourth grade has roughly the same number of students, creating a consistent class-size experience across the building.
On the 2024-25 state assessments, known as the NextGen MCAS, Spring Street’s results place the school in the top quartile for overall proficiency when compared with other districts across Worcester County. In math, a strong majority of students scored at the proficient level or above. In English language arts, a smaller majority did the same. Both subjects had full participation rates. Looking back over the past several years, math proficiency has ranged from a high in the upper eighties to the low seventies, with the most recent year near the lower end of that band. English language arts proficiency has shown a more noticeable decline, dropping from a peak in the high eighties in 2019 to below sixty percent in the most recent year. Parents may want to discuss this trend with the school to understand what factors are contributing to it and what supports are in place.
Spring Street itself does not offer high school courses, career pathways, or dual enrollment, as those programs sit at the secondary level of the district. The school’s academic focus is on building foundational skills in reading, writing, and mathematics.
Shrewsbury is a car-dependent community where single-family homes dominate and the town center contains a historic district, municipal buildings, and a public library. The town has more than thirty parks, including several with hiking and biking trails, and Lake Quinsigamond remains a recreational anchor. Housing values in the zip code are well above the national benchmark, reflecting the area’s desirability as a commuter suburb with easy highway and commuter rail access to Boston and Worcester. Rents are also high relative to incomes. The town’s population has grown steadily in recent decades, and recent capital projects include a new elementary school and a new police station.
The district has undergone several changes that directly affect families. Voters approved a Proposition 2½ override for the first time in more than a decade, increasing property taxes to fund additional school staff and programs. Town Meeting also approved a debt exclusion tied to a school construction project supported by the state building authority, signaling further investment in facilities. The district has adopted a new literacy curriculum that emphasizes phonics-based instruction, a shift in how early reading is taught across all elementary schools, including Spring Street.
For a family considering Spring Street, the picture is one of a small neighborhood elementary school in a high-cost, growing suburb where the district is investing in both staffing and facilities. The school’s math performance has been strong relative to the county, while the recent downward trend in English language arts is worth exploring. The absence of data on special education and English learner populations makes it harder to assess the full range of supports available, though parents could seek that information directly from the school or district.
See more original research from School Decision →