The top reported proficiency rate is 58% in English language arts. The lowest is 38% in Science.
Original Research by School Decision on Pembroke Hill School
Pembroke Hill School sits on Belanger Drive in the town of Pembroke, a residential community in Merrimack County with a mill-town past along the Suncook River. The school serves kindergarten through fourth grade and is part of the Pembroke School District, which also includes Three Rivers School for the middle grades and Pembroke Academy for high school. Pembroke itself is largely car-dependent, with state routes and an interstate crossing the town. The village of Suncook functions as the nearest thing to a commercial center, though the schools sit on their own campuses rather than in a walkable downtown core. The town has been growing modestly, consistent with the broader pattern of southern New Hampshire communities near Concord, and housing here runs somewhat below the state benchmark for both home values and rents, making it comparatively accessible for the region.
The school's enrollment is moderate for a K-4 building, with roughly even distribution across the five grade levels. The student body is predominantly white, with a small Hispanic presence and very few students in other racial or ethnic categories. About a quarter of students qualify for free or reduced-price lunch, which is a modest share and suggests a mixed but largely working-to-middle-class population. The data does not include rates for students with individualized education programs or English learners, so the picture of special populations is incomplete here. A parent weighing support services may want to ask the school directly about those figures.
On New Hampshire's state assessment, the most recent results show a mixed but generally solid performance. In English language arts, a majority of fourth graders reached proficiency, and a slim majority of third graders did as well. Math results were similar, with a clear majority of fourth graders proficient and about half of third graders meeting that bar. Fourth grade consistently outperformed third grade across both subjects, which could reflect cumulative growth as students move through the grades, though the data does not allow a direct trend comparison. Participation rates were high in both grades and subjects, which gives the results reasonable reliability. A science proficiency figure exists in the data set, but it dates to a much earlier assessment cycle under a different test, so it tells little about current performance and is best treated as historical context rather than a current indicator.
The school does not report Title I status, and the data set includes no information on discipline, course access, staffing ratios, or attendance. Programs data was not provided, so there is no published detail on extracurriculars, interventions, or enrichment offerings at this grade level. For a K-4 building, the absence of AP, dual-credit, or career-pathway data is expected rather than a gap, since those programs belong to the upper grades. Similarly, there is no graduation rate, which does not apply to an elementary school.
The Pembroke School District brief did not surface any recently reported changes of lasting impact, so there is nothing to relay on that front. No neighbor comparison data was available, which means the school cannot be positioned against nearby peers in the county through this source. A parent looking for comparative context would need to seek that from the district or state reporting directly.
What the available picture suggests is a stable, moderately sized elementary school in a growing residential town, with state test results that land in a respectable middle range for New Hampshire. The fourth-grade results are the stronger signal, with a majority of students proficient in both math and reading. The third-grade results are softer, particularly in math, where only about half met the proficiency standard. A parent might want to look into how the school supports the transition into tested grades and whether the upward movement from third to fourth grade reflects a consistent pattern or year-to-year variation. The community context is quiet and suburban-to-rural, with housing costs that are approachable for the region, and a school that appears to be doing steady if unspectacular work in the early grades.
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