The top reported proficiency rate is 17% in Math. The lowest is 13% in English language arts.
Original Research by School Decision on Cornel Young & Charlotte Woods
Cornel Young & Charlotte Woods Elementary School, formally known as The Sgt. Cornel Young Jr. & Charlotte Woods Elementary School at the B. Jae Clanton Complex, sits on Prairie Avenue in Providence's south side. It is a regular public school serving prekindergarten through fifth grade, part of the Providence Public School District. The building houses a sizable elementary enrollment spread across its grade levels, with prekindergarten and kindergarten classrooms feeding into the upper elementary grades.
The student body is predominantly Hispanic, with a smaller but meaningful Black population and very small numbers of white, Asian, and multiracial students. A substantial majority of students qualify for free or reduced-price lunch, reflecting the economic realities of the surrounding neighborhood. Data on English learners and students with individualized education programs was not available in the provided records, so families whose children fall into either of those categories may want to ask the school directly about services and supports.
On Rhode Island's state assessments, the most recent results show low proficiency across all tested subjects. In math, the portion of students scoring proficient or above was well below what the state would consider mid-range. English language arts results were lower still, and fifth-grade science proficiency sat in a similar range. Participation was near universal on every assessment, which means the results reflect the full student body rather than a skewed subset. Only one year of results is available, so there is no trend to read. A parent weighing this school may want to look into what intervention and support structures are in place for reading and math, and how the school plans to move these numbers over time.
Because this is an elementary school, there is no graduation rate to report. No AP, dual-credit, or career-pathway data applies at this grade level. Program offerings beyond the standard curriculum were not included in the available data, so the narrative here cannot speak to arts, athletics, extracurriculars, or specialized instruction. Families should contact the school or the Providence district office for specifics on what is offered beyond the core academic day.
The surrounding housing market in the school's zip code is more affordable than the Rhode Island statewide benchmark, with typical home values sitting below the state midpoint. Rents are moderate relative to the broader Providence area, though rental costs have been climbing noticeably in the past year. For a family considering renting near the school, monthly rent runs lower than what a monthly mortgage would cost at current interest rates, which may bear on housing decisions. The gap between local home values and the state benchmark suggests a neighborhood where ownership is within reach for some households that would be priced out elsewhere in the state, though rising rents are narrowing affordability for tenants.
We looked for recent district-level changes in Providence Public Schools, such as policy shifts, curriculum reforms, or facility investments that would affect families at this school, and found little that met a lasting-impact threshold. The search returned basic directory and demographic information but nothing on recent referenda, tax changes, or program rollouts. A locale brief for the immediate area around the school was also not available, so this account cannot speak to nearby amenities, transit access, or neighborhood character beyond what the housing data implies.
What the picture does show is a large, high-poverty elementary school in a working-class Providence neighborhood, serving a predominantly Latino and Black student population, with state test results that indicate real academic challenges. The school's participation rates are strong, which means the data can be trusted as a fair representation. For a parent or guardian evaluating this school, the most productive next step would be a direct conversation with school leadership about how reading and math instruction is structured, what supports exist for children performing below grade level, and what the school's improvement priorities are.
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