The top reported proficiency rate is 49% in Science. The lowest is 30% in Math.
Original Research by School Decision on Edward S. Rhodes School
Edward S.Rhodes School sits on Shaw Avenue in Cranston, Rhode Island, serving kindergarten through fifth grade as a regular public school in the Cranston school district. It is a neighborhood elementary school of moderate size for its grade band, with enrollment spread fairly evenly across the six grades it serves.
The school's student body reflects Cranston's mixed demographics. White students make up the largest single group, with Hispanic students forming a substantial second cohort, and smaller populations of Asian, Black, multiracial, and Native American students rounding out the enrollment. About two-fifths of students qualify for free or reduced-price lunch, which gives a sense of the economic range within the school community. Data on English learners and students with individualized education programs was not available, so those populations could not be characterized here.
On Rhode Island's state assessments, Edward S. Rhodes shows a mixed academic picture. In English language arts, the proficiency rate sits below the midpoint when compared statewide, with roughly four in ten tested students meeting or exceeding the standard. Math results are lower, with just under three in ten students reaching proficiency. Science, assessed only at fifth grade, tells a somewhat stronger story, with nearly half of tested fifth graders demonstrating proficiency. Participation was high across all three subjects, with nearly every eligible student taking the assessments. Only one year of data was available, so no trend could be established to show whether these results are improving, holding steady, or slipping over time.
The school does not serve high school grades, so there is no graduation rate to report. No program offerings, course access, staffing, discipline, or attendance data was provided, which limits what can be said about the school's internal offerings beyond the core academic picture. Title I status was also not reported.
Cranston itself is Rhode Island's second-largest city, a mostly car-oriented suburb just south of Providence. The city has grown steadily over the years, partly driven by housing development in its semirural western reaches where neighboring communities have less open land. Commercial life centers on destinations like Garden City Center and Chapel View, with smaller walkable pockets in older village areas such as Pawtuxet Village. The city has a strong Italian American heritage, particularly in the Knightsville neighborhood. Public transit is limited to bus service, with passenger rail passing through but no station stop in the city. Major employers include several state government agencies, among them the Department of Corrections and the Division of Motor Vehicles, along with corporate offices such as Alex and Ani.
Housing in the school's zip code area sits below the statewide benchmark for Rhode Island but above the national figure. Typical home values have risen modestly year over year, while rents have climbed at a faster pace. The estimated monthly mortgage on a typical home in this area exceeds the typical rent by a meaningful margin, which may factor into families' decisions about buying versus renting in the neighborhood. Median household income nationally has been climbing gradually, and the area's price-to-income ratio suggests that homeownership here requires a substantial commitment relative to earnings, though it is more attainable than in some parts of the state.
For a parent considering Edward S. Rhodes, the school offers a reasonably diverse peer environment in a suburban setting with stable enrollment. The academic results suggest that English language arts and science are relative strengths compared with math, where proficiency lags further behind. A parent may want to look into how the school supports math instruction and what intervention or enrichment resources are available, particularly if their child needs either extra help or additional challenge. The absence of staffing and program data also means a family would benefit from asking the school directly about class sizes, specialist teachers, and any before- or after-school programming when making their decision.
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