The top reported proficiency rate is 83% in Math. The lowest is 51% in Science.
Original Research by School Decision on Wentworth School
Wentworth School sits in Scarborough, Maine, serving grades three through five as part of Scarborough Public Schools. It is the town's sole intermediate elementary building, gathering students from three K-through-two primary schools scattered across different neighborhoods before they move on to the secondary campus. Wentworth itself sits apart from that main municipal campus, which houses the middle school, high school, and public library.
Scarborough is a sprawling suburban community covering over fifty square miles and divided into thirteen neighborhood areas. It lies roughly seven miles south of Portland, making it a practical base for families who commute into the metropolitan area. The town is largely car-dependent, with commercial corridors concentrated along Route One and limited pedestrian-oriented districts. Housing here is expensive relative to the state and nation. The typical home value runs well above both Maine and national benchmarks, and the price-to-income ratio indicates a market that may stretch household budgets. Rentals are somewhat more accessible but still sit at a level where rent absorbs a meaningful portion of income. For families considering Wentworth, this is a community where housing costs reflect the town's desirability and growth trajectory, one of the fastest in the state.
Academic results at Wentworth are a clear strength. Math and English language arts proficiency rates are high, with most tested students reaching proficient or above on the Maine Through Year Assessment. Participation is near-universal. Science results are more modest, with roughly half of tested students meeting proficiency. A parent may want to look into how science instruction is structured at the school to understand that gap, particularly since science testing at this grade band can reflect a narrower set of standards than what families might expect from the broader curriculum.
The student body is predominantly white, with smaller shares of Asian, multiracial, Hispanic, and Black students. Economic disadvantage, as measured by free or reduced-price lunch eligibility, is low, suggesting that most families in the attendance area have stable financial footing. Information on special education enrollment and English learner services was not available, so families whose children receive those supports may want to ask the school directly about what is offered.
Because Wentworth serves only grades three through five, some metrics simply do not apply. There is no graduation rate, no AP or dual-credit coursework, and no high school level program data. Course access and staffing details were not provided. Civil rights data was also absent from the available record, so questions about discipline patterns or access disparities would need to go to the district directly.
At the district level, Scarborough Public Schools has been pursuing a major building project, a publicly reported capital investment that signals attention to facilities and the learning environment. For a family entering Wentworth, that broader commitment to infrastructure may matter, especially as children will eventually move into the secondary campus where much of that work is likely concentrated.
The school's enrollment is sizable for a three-grade intermediate building, which means peer groups are large enough to support a range of social dynamics and likely a good number of classroom sections per grade. The town's growth means the student population reflects an established suburban community that continues to draw new residents.
Wentworth is a strong academic environment for its grade band, set in a community that is affluent, expanding, and oriented around family life and commuting. Families looking for a school with solid proficiency outcomes in a town with substantial natural amenities and proximity to Portland will find a match here. Those concerned about science performance or seeking detail on specialized services should engage the school directly to fill those gaps.
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