The top reported proficiency rate is 75% in Math. The lowest is 73% in Science.
Original Research by School Decision on Mast Way School
Mast Way School sits on Mast Road in Lee, New Hampshire, serving children from kindergarten through fourth grade as part of the Oyster River Cooperative School District. It is a regular public school, neither a charter nor a magnet, and it draws from a community that describes itself as a rural farm and bedroom town closely tied to the neighboring University of New Hampshire in Durham. UNH faculty are among the residents, and the town retains working farmland alongside scattered residential areas. There is no traditional walkable downtown; civic life clusters along Calef Highway, and the town is car-dependent with no public transit identified. Recreational anchors include Little River Park, the Lee Public Library, Bedrock Gardens, and the Lee USA Speedway. The Lamprey, North, and Oyster rivers drain the area.
The school's state testing results, from the New Hampshire Statewide Assessment System for the most recent school year, are strong. In mathematics, roughly seven in ten third graders and close to eight in ten fourth graders scored proficient or above. English language arts results were nearly identical at both grade levels, with fourth grade matching the math figure. Participation rates were high across all tested grades and subjects. A science result exists in the data, but it dates to an older assessment framework and is not comparable to the current state test, so it tells little about today's classroom. No multi-year trend data was available, so it is not possible to say from the data whether these proficiency levels are improving, declining, or stable over time. Kindergarten, first, and second grade are not state-tested, so those classrooms have no published proficiency results, which is normal for the grade band.
The student body is small for an elementary school serving five grades. It is predominantly white, with small Asian, Hispanic, and multiracial populations and very few Black students. The share of children qualifying for free or reduced-price meals is low, consistent with Lee's character as a relatively affluent commuter town. Data on individualized education programs and English learners was not reported, so there is no picture from the data of how the school serves students with disabilities or those learning English. A parent whose child falls into either group may want to ask the school directly about support structures and staffing.
No information on staffing ratios, course or program offerings, discipline, attendance, or school climate was available in the data we received. The school's Title I status was also not reported. These gaps mean a parent cannot judge from the data alone how the school handles behavior, enrichment, specialist teachers, or intervention services. The school's website, listed in the profile, would be a reasonable next stop for those specifics.
Housing in Lee is expensive relative to both state and national benchmarks. Typical home values run well above the New Hampshire state level and far above the national level, and the price-to-income ratio is steep. Rent data was not available for this area. For families considering a move, the housing market here points toward a community with high entry costs, which shapes who enrolls and contributes to the low free-or-reduced-lunch rate.
The Oyster River Cooperative School District covers multiple towns, and publicly reported materials describe the district as operating on separated school campuses rather than in a centralized downtown setting. The district brief we searched turned up no recent changes clearing a lasting-impact threshold, such as budget referendums, curriculum shifts, or facility decisions, so there is nothing to report on that front.
Mast Way presents as an elementary school in an affluent, rural, university-adjacent community with strong state assessment results in the grades that are tested. The missing pieces center on special-population data, staffing, programs, and climate, and they are gaps a parent would want to fill through direct conversation with the school rather than through any assumption.
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