The top reported proficiency rate is 75% in English language arts. The lowest is 33% in Science.
Original Research by School Decision on Pittston-randolph Consolidated School
Pittston-Randolph Consolidated School is a kindergarten-through-fifth-grade public school in Pittston, Maine, part of RSU 11/MSAD 11. It sits on Pittston School Street in a small, rural residential town along the eastern shore of the Kennebec River. The town has no centralized commercial downtown; civic life clusters around the Town Office on Whitefield Road, the Pittston Fair Grounds, and the Major Reuben Colburn House State Historic Site. Publicly reported sources describe Pittston as a community of dispersed villages, including East Pittston and North Pittston, with low population density and a historic character rooted in its former ice-harvesting industry. Growth has been slow and incremental rather than rapid, with no major new housing developments mentioned in available sources.
The school enrolls a modest population spread fairly evenly across its six grade levels. The student body is overwhelmingly white, with only a handful of students identifying as Asian, Black, Hispanic, Native Hawaiian or Pacific Islander, or multiracial. A substantial share of students qualify for free or reduced-price lunch, pointing to a working-class community profile. Data on special education enrollment and English learners was not reported, so those populations cannot be characterized here. A parent wanting to understand special-education services or multilingual support would need to ask the school directly.
On Maine's Through Year Assessment for the 2024-25 school year, the school's results tell a clear story. English language arts stands out as a strength, with a strong majority of tested students scoring proficient or above, and near-universal participation. Math results are also solid, with most tested students reaching proficiency and full participation. Science tells a different story: proficiency was markedly lower, with only about a third of tested students meeting the bar. The number of students tested in science was far smaller than in math or ELA, which is consistent with fewer grade levels being assessed in science at this school. A parent may want to look into how science instruction is structured across the grades and whether the school has identified this as an area for focus.
No multi-year trend data was available, so it is not possible to say whether these results represent improvement, decline, or stability over time. Civil-rights data, including discipline and course-access information, was not provided. Program offerings were not listed in the data, so descriptions of arts, music, physical education, counseling, or extracurricular activities would need to come from the school or district directly. Staffing data was also absent. Because this is an elementary school, there is no graduation rate to report, and no college- or career-readiness metrics apply.
The housing market in Pittston's zip code is relatively affordable compared with both state and national benchmarks. Home values sit well below the Maine state typical and somewhat below the national typical, with rents similarly modest. The price-to-income ratio sits below the national figure, and estimated rent absorbs a reasonable share of household income. For a family considering the area, housing costs are likely to be less of a barrier here than in many parts of Maine. The gap between estimated monthly mortgage costs and rent is narrow, with renting slightly cheaper than buying at current rates.
The district brief for RSU 11/MSAD 11 turned up no recent parent-relevant changes such as budget referendums, curriculum shifts, bond votes, or facility projects. This does not mean nothing is happening; it means the search did not surface lasting changes a parent should weigh right now.
What the assembled picture suggests is a small, rural elementary school serving a fairly homogeneous, working-class community, with genuine academic strength in reading and solid math performance, alongside a science result that warrants attention. Families drawn to a quiet, affordable town with a rural character and slow, steady growth will find a school that performs well in core literacy and numeracy. The missing pieces in the data, particularly around special populations, staffing, and programs, mean that a full sense of what the school offers day to day will require a conversation with the administration.
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