The top reported proficiency rate is 62% in Math. The lowest is 59% in English language arts.
Original Research by School Decision on Greenwood
Greenwood is one of four elementary schools in Wakefield, a primarily residential suburb north-northwest of Boston with a mixed character of single-family neighborhoods around Lake Quannapowitt, a traditional downtown along Main Street, and some remaining light industry. The school serves kindergarten through fourth grade. Because it covers only the early elementary years, there is no graduation rate to report, and the academic picture is built entirely from state assessments in math and English language arts for grades three and four.
On the most recent state testing, Greenwood’s students overall scored at a level that places the school above the midpoint among districts in Middlesex County when considering combined proficiency across subjects. In math, a solid share of students met or exceeded the state’s proficiency standard. In English language arts, the proficiency rate was a bit lower, though still within a range many families would consider broadly on track. Looking at the multi-year trend, the school’s proficiency rates in both subjects have moved within a band. The most recent year shows a slight uptick in English from the prior year, while math held roughly steady. The numbers have not returned to the higher marks seen in the years just before the pandemic, but they are not declining sharply either.
Greenwood’s enrollment is relatively modest for an elementary school serving five grades. The student body is predominantly white, with smaller shares of students who are Hispanic, two or more races, Black, Asian, and Native Hawaiian or Pacific Islander. Data on the share of students who qualify for free or reduced-price lunch, as well as counts of students with disabilities or English learners, were not available; a parent may want to ask the school or district directly about these figures to get a fuller picture of student support needs.
The school is a regular public school within the Wakefield district. It is not a charter or magnet school, and data on Title I status was not provided, so there is no designation to report. Information on discipline, course access, staffing ratios, and chronic absenteeism was also absent from the available data. For a school this size and grade span, some of those gaps may simply reflect that certain measures are not separately reported at the elementary level or that the data was not captured in this particular profile.
Wakefield’s broader context matters to families considering the town. Housing values are high, typical of the Boston metro area. The rental market is similarly expensive, and home prices have shown modest year-over-year growth. The town’s population has grown in recent years, a shift after a long period of stability, though specific details on new housing developments were not available from public sources. The town is served by two MBTA Commuter Rail stations on the Haverhill Line, as well as a bus route, making it a plausible option for commuters to Boston. School facilities are spread across separate campuses in different neighborhoods, with Greenwood located on Main Street.
No recent district-level changes—such as referenda, curriculum shifts, or major budget developments—were found in public reporting. That may mean the district has been operating without disruption, or simply that changes were not documented in the sources searched. A parent looking for clarity on the district’s direction should consider attending school committee meetings or reviewing Wakefield’s most recent district report card.
For a family deciding whether Greenwood fits, the core picture is of a mid-sized elementary school in an affluent Boston suburb, with above-average but not top-tier test scores relative to its county peers, a largely homogeneous student body, and a long-running stability in its academic results that has yet to fully recover from the pandemic-era dip. It is the kind of school where a parent would want to visit the classroom, talk to the principal about how the school supports students who are not yet meeting proficiency, and ask about class sizes and enrichment offerings, since those details are not in the public data here.
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