The top reported proficiency rate is 61% in English language arts. The lowest is 50% in Science.
Original Research by School Decision on Georgetown Central School
Georgetown Central School sits at 52 Bay Point Road, sharing its building with the Georgetown Town Office. That arrangement tells you something about the scale of this place. It is a single public elementary school serving pre-kindergarten through sixth grade, the only school in Georgetown Public Schools, which itself operates within AOS98, a regional school unit. The enrollment is very small, even for a Maine coastal town, with just a handful of students per grade level.
The town of Georgetown is a rural coastal community on a peninsula between the Kennebec River and the Atlantic Ocean. It includes scattered villages: Five Islands, Bay Point, Marrtown, West Georgetown, and Robinhood. Historically a fishing and shipbuilding settlement, it later became a summer resort that drew artists, and it retains that dual identity today. Lobster boats still work from the Five Islands harbor, while seasonal tourism shapes much of the local economy. There is no traditional downtown or walkable commercial center. The built environment consists of homes, village clusters, and coastal access points connected by a single state route. Reid State Park and the Josephine Newman Wildlife Sanctuary are among the natural anchors that define the town's character. Development has been slow, constrained by the peninsula geography and the prevalence of conservation land. The town has seen modest population growth over recent decades, with a substantial share of its housing stock serving as seasonal or second homes rather than year-round residences.
The housing market here is expensive relative to both state and national benchmarks. The typical home value sits well above the Maine statewide figure and roughly double the national one. The price-to-income ratio is high, and estimated monthly mortgage costs reflect a market that may be difficult for families without established means or who are not already part of the community. Rental data was not available, which limits the picture for families who would need to rent rather than buy. A parent considering Georgetown should know that housing access may be the primary practical barrier to settling here, more than anything about the school itself.
On state assessments, Georgetown Central School's results come from very small tested groups, which means a single student's performance can shift the picture considerably. With that caveat in mind, the most recent results show a majority of tested students performing at or above proficiency in English language arts. Math proficiency sits just above half, and science proficiency is at about half. Participation was full across all three subjects. No multi-year trend data was available, so it is not possible to say whether these results represent a pattern or a single-year snapshot. Average scale scores were not reported. Given the small numbers, a parent may want to ask the school how it tracks progress over time and how it supports students who are not yet proficient, since the state data alone does not give a stable read.
The student body is nearly entirely white, with a very small number of students identifying as American Indian or Alaska Native or Hispanic. About a third of students qualify for free or reduced-price lunch, which is a moderate level for a Maine elementary school. Data on special education enrollment and English learner status was not available, so those population sizes cannot be characterized here. No information was provided on staffing ratios, course offerings, extracurricular programs, discipline, or attendance. These gaps are substantial enough that a family would need to contact the school directly to understand the day-to-day experience, what enrichment or support services exist, and how the small teaching staff is organized across seven grade levels.
No graduation rate applies here because the school does not serve high school grades. Students presumably transition to a regional arrangement for grades seven and beyond, though the payload does not specify where. A parent would want to clarify that transition path, since the school's data ends at sixth grade and the district brief does not describe the receiving school.
The district brief surfaced no major referendums, curriculum overhauls, or property-tax shifts in recent years. Georgetown Public Schools appears to operate as a quiet, stable, very small district. That stability can be a comfort, though it also means the school likely operates with limited programmatic breadth simply because of its size.
What this school offers is a tightly knit, small-scale elementary experience in a beautiful coastal setting where the community and the school are physically and socially intertwined. It fits families who want that intimacy and who have the housing means to live in Georgetown. What it may not offer, or at least what the available data cannot confirm, is the range of programs, specialized services, and academic depth that a larger elementary school can sustain. A family weighing Georgetown Central School should visit, ask about the transition to upper grades, and press for details on special education, enrichment, and how the school uses its small-group structure to support each child.
See more original research from School Decision →