The top reported proficiency rate is 60% in Science. The lowest is 45% in English language arts.
Original Research by School Decision on Westhampton Elementary School
Westhampton Elementary School serves students from pre-kindergarten through sixth grade and is the only public school in the Westhampton school district. The town itself is a small, rural community in Hampshire County, with a character defined by open space, scenic roads, and agricultural roots. Most residents own their homes, and the town has no significant commercial district. Families live in a dispersed, low-density settlement pattern. There is no public transit, and walkability is limited. The housing market reflects a home value that sits below the statewide benchmark but above the national one, placing it in a mid-range position for the region. The town is one of a handful of dry communities in Massachusetts, meaning alcohol sales are prohibited within its borders.
The school’s enrollment is small, and the student body is predominantly white, with a modest representation of Hispanic students and a very small number of students identifying as two or more races. No other racial or ethnic groups were reported in the enrollment data. Information on the share of students who qualify for free or reduced-price lunch, the percentage of students with individualized education programs, and the number of English learners was not available. A parent who wants to understand the range of student needs served here would need to ask the school directly.
On the Massachusetts Next-Generation MCAS assessments, the school’s proficiency rates in the most recent testing year were mixed relative to the state’s expectations. In mathematics, roughly half of students in grades three through eight scored at the proficient or advanced level. In English language arts, the share was a bit lower, with fewer than half of students reaching that benchmark. In science, a larger majority of tested students met the proficiency bar, though it is worth noting that the tested count for science was very small, so that result rests on a thin base. Looking back over the past several years, the school’s proficiency rates have moved downward. In the years before the pandemic, ELA proficiency was consistently above two-thirds, and math proficiency approached four-fifths. Since then, both subjects have declined to the levels seen today. A parent may want to discuss with the school what instructional supports are in place for students who are not yet meeting grade-level benchmarks, particularly in literacy.
The school’s overall proficiency index, which averages performance across tested subjects and grades, sits above the midpoint relative to other districts in Hampshire County. That places it in the middle to upper part of the field among the two dozen districts in the county, but notably below the top performers in that group. No graduation rate is available because the school does not serve high school grades. Chronic absenteeism data was also not reported.
Westhampton Elementary is a regular public school. It is not a charter school. Its designation as a Title I school was not reported in the available data. There is no information in the record about the school’s discipline rates, course access, staffing ratios, or attendance patterns. The district brief turned up no recent curriculum overhauls, building projects, or policy changes of note; the town’s single small school district appears to operate with little public churn.
For a family considering this school, the picture is of a small, rural elementary school in a quiet town with no downtown and a slow-growth trajectory. The housing is moderately priced for the region. The academic performance, which was stronger several years ago, has softened and now sits around the middle of the county. A family that values a very small school setting in a rural, residential community with limited commercial activity and a dry-town policy may find this a natural fit. A family concerned about the declining trend in test scores or looking for detailed information on student support populations should plan to ask the school for the fuller picture those data gaps leave unaddressed.
See more original research from School Decision →