The top reported proficiency rate is 72% in English language arts. The lowest is 53% in Math.
Original Research by School Decision on Edmunds Consolidated School
Edmunds Consolidated School sits in a rural unorganized territory in downeast Washington County, Maine. The township gave up its formal municipal organization long ago and is now governed as part of the East Central Washington townships, with civic functions like the clerk's office handled through neighboring Dennysville. Law enforcement comes from the Washington County Sheriff's Office rather than a local department. The surrounding landscape is agricultural, threaded with portions of the Moosehorn National Wildlife Refuge and Cobscook Bay State Park, which together serve as the area's main recreational and gathering points rather than any traditional downtown. There is no walkable center or concentrated street life here. Publicly reported sources did not identify major employers specific to the township, and we found no information on growth, new housing, or development trajectory, so we left that out rather than guess.
The school serves pre-kindergarten through eighth grade and falls under the Education in Unorganized Territories district, a regional structure that handles schooling for areas without their own municipal school systems. It is a very small school, with total enrollment in the low seventies and single-digit counts in most grades. The student body is predominantly white, with a small number of Hispanic students and students identifying as two or more races. A moderate share of students qualify for free or reduced-price lunch. Data on individualized education programs and English learner status was not available, so we cannot speak to those populations.
On state assessments, Edmunds Consolidated shows a genuine strength in English language arts. The proficiency rate in ELA for grades three through eight sits well above half, with full participation among tested students. Math results are more mixed, with a little over half of tested students reaching proficiency. Both subjects had the same group of students tested, and participation was complete. Science results were suppressed because the number of students tested was too small to report publicly, which is common for a school of this size rather than a signal of performance. A parent may want to ask the school directly about science outcomes if that subject is a priority.
Because the school stops at eighth grade, there is no graduation rate to report, and the grade range means no high school metrics apply. No multi-year trend data was available, so we cannot say whether these proficiency levels represent improvement, decline, or stability over time. We also looked for information on advanced coursework, career pathways, dual-credit options, arts, extracurriculars, staffing ratios, attendance, and disciplinary patterns, and none of that was provided in the available data. A family considering this school would want to ask directly about what enrichment and support programs exist beyond the core academic picture.
No neighbor comparison or county-level positioning data was available for this school, so we cannot place its proficiency results against nearby schools or districts. Housing values and rental data were also absent from the provided material. What the data does convey is a small, rural pre-K-through-eight school serving a tight-knit, sparsely populated community with strong reading results, solid if less striking math performance, and the natural limitations of scale that come with educating a few dozen children across nine grade levels. For a family drawn to life in a quiet, remote downeast setting, that is the essential picture, and the gaps are questions worth bringing to the school directly.
See more original research from School Decision →