The top reported proficiency rate is 57% in English language arts. The lowest is 51% in Science.
Original Research by School Decision on Broken Ground School
Broken Ground School sits on South Curtisville Road in Concord, New Hampshire's capital city and the seat of Merrimack County. It is a regular public school serving grades three through five, part of the Concord School District. The school draws from a community shaped by state government, healthcare, and insurance, with the State of New Hampshire as the top employer and Concord Hospital as the largest private one. Concord blends a historic downtown along Main Street with residential neighborhoods in the North End and South End, plus the outlying villages of Penacook, Concord Heights, East Concord, and West Concord. Much of the city's commercial development has settled onto the flat sandy plain of Concord Heights east of the Merrimack River, giving the city a split character between older downtown and newer auto-oriented districts.
The school's enrollment is moderate for a three-grade elementary. Its student body is predominantly white, with smaller Black, Asian, and Hispanic populations and a handful of students identified as two or more races. A substantial share of students qualify for free or reduced-price lunch. The school does not report figures for students with individualized education programs or English learners, so families wanting detail on special populations and support services would need to ask the district directly.
On the most recent New Hampshire Statewide Assessment System, Broken Ground's results tell a story of growth across the grade levels. Third-grade proficiency in both math and English language arts sits near the midpoint, with roughly half of tested students meeting or exceeding the standard. By fourth grade, both subjects climb, and by fifth grade the picture strengthens, particularly in English language arts, where a clear majority of students reach proficiency. Fifth-grade science lands near the middle as well. Participation is essentially universal across all grades and subjects. The strongest signal here is upward momentum as students move through the building, with fifth-grade reading standing out as the school's clearest academic bright spot. A parent might reasonably ask the school how it sustains that trajectory into the middle grades.
No multi-year trend data was available, so it is not possible to say from the provided records whether these results represent improvement, stability, or decline over time. The school reports no locale classification, Title I status, discipline data, staffing figures, attendance rates, or program offerings. Absent those details, the portrait stays grounded in what the assessment results and demographics show.
Because Broken Ground serves only grades three through five, it has no graduation rate and no college or career readiness metrics. Those gaps reflect the grade band, not a missing obligation.
Housing in the school's zip code sits above the national benchmark and modestly below the New Hampshire state benchmark, with values having risen at a faster annual pace than the state overall. Rents are also climbing, though renting remains the more affordable path compared with owning at current mortgage rates. The price-to-income ratio suggests that families buying here face a meaningful stretch relative to national norms, something a relocating family would want to weigh alongside the tax picture.
That tax picture is moving. In March 2024, Concord voters approved a bond to replace Rundlett Middle School, which serves students who will eventually age out of Broken Ground. The existing middle school has dealt with HVAC, plumbing, and infrastructure problems. A new building on a fresh site is expected to open around 2027, and the bond will raise property taxes for Concord residents for its duration. For families with children at Broken Ground, this means the upper-elementary years feed into a middle school in transition, with a new facility on the horizon.
Broken Ground fits families looking for a conventional public elementary in a small-city capital setting, one where reading results sharpen as students approach middle school and where the community is investing in the next tier of buildings. The missing detail on special populations, staffing, and programs means a full picture requires a conversation with the school itself.
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