Lyndon Town School, Lyndonville VT

Original Research by School Decision on Lyndon Town School

Lyndon Town School sits on Lily Pond Road in Lyndonville, a small village in Vermont's Northeast Kingdom that has long served as a hub for the surrounding rural towns. The village itself went through a recent structural change when, in 2023, the state legislature disincorporated Lyndonville and folded its government into the town of Lyndon. The area carries a distinct educational character, with Vermont State University-Lyndon and Lyndon Institute nearby, and the community anchors around Bandstand Park, weekly summer concerts, a Friday farmer's market, and the Kingdom Trails network drawing outdoor enthusiasts. Housing here is modest by Vermont standards, with typical home values sitting well below both the state and national benchmarks, which may make the area accessible for families looking to settle in Caledonia County. The local economy has weathered setbacks, including the closure of a major manufacturer that once employed a substantial share of the workforce, and the remaining employment base draws on small manufacturing like the Bag Balm producer, the university, and regional retail and services.

The school serves pre-kindergarten through eighth grade and has an enrollment that places it in the mid-range for a Vermont elementary-middle school. A clear majority of students qualify for free or reduced-price lunch, reflecting the economic realities of the area. The student body is predominantly white, with small numbers of Hispanic, Black, multiracial, and Asian students. IEP and English learner data were not available in the provided records, so those populations could not be characterized.

On state assessments through the Vermont Comprehensive Assessment Program, Lyndon Town School's results paint a mixed picture. In English language arts, proficiency rates across grades three through eight land in a moderate range, with the upper grades reaching the stronger end. Eighth grade showed about half of tested students meeting proficiency, and seventh grade was close behind. These are the school's brighter spots and suggest that some students develop solid literacy skills by the time they approach high school.

Mathematics is where the school struggles most. Proficiency rates across all tested grades are low, with third grade particularly weak and the middle grades only modestly better. No grade reached even a third of students demonstrating proficiency. Science results, tested only in fifth and eighth grades, fell in a similar moderate-to-low band. A parent weighing this school may want to look into the math curriculum, instructional support, and any interventions the school or district has planned. The data sections on this page carry the specific figures.

No multi-year trend data was available, so it is not possible to say whether these results represent improvement, decline, or stability over time. Participation rates were also missing from the state reporting. Because the school does not serve high school grades, no graduation rate applies, and that gap should not be read as a missing outcome. The county-level comparison set was too small to position Lyndon Town School's proficiency against its Caledonia County peers, and chronic absenteeism data was not reported, so those comparisons could not be drawn.

Information on staffing ratios, course access, discipline, and attendance was not available in the provided data. Title I status was also not reported. The district, Kingdom East Unified Union School District, had little publicly reported about recent strategic changes or initiatives, so there is no district-level reform or program shift to contextualize what families see at the school today.

What the picture does show is a community-rooted school in an affordable, educationally minded village, with literacy outcomes that hold their own and mathematics outcomes that warrant attention. Families considering Lyndon Town School would benefit from asking school leaders directly about math instruction, support services, and any plans for improvement, since the assessment data suggests that is where the need is most concentrated.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 312%

School 12% · district not reported

▼ 21 pts below state median · ▼ 8 pts below county median

Grade 427%

School 27% · district not reported

▼ 2 pts below state median

Grade 529%

School 29% · district not reported

▼ 6 pts below state median

Grade 626%

School 26% · district not reported

▼ 19 pts below state median

Grade 729%

School 29% · district not reported

▼ 12 pts below state median

Grade 820%

School 20% · district not reported

▼ 13 pts below state median

English language arts

Grade 340%

School 40% · district not reported

▼ 6 pts below state median · ▲ 4 pts above county median

Grade 436%

School 36% · district not reported

▼ 19 pts below state median

Grade 547%

School 47% · district not reported

▼ 1 pts below state median

Grade 635%

School 35% · district not reported

▼ 18 pts below state median

Grade 749%

School 49% · district not reported

▼ 10 pts below state median

Grade 850%

School 50% · district not reported

▼ 9 pts below state median

Science

Grade 538%

School 38% · district not reported

▼ 6 pts below state median

Grade 834%

School 34% · district not reported

▼ 4 pts below state median

This schoolDistrict average, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 3Lower-income29%Higher-income46%17 pp gap

Grade 4Lower-income50%Higher-income57%7 pp gap

Grade 5Lower-income48%Higher-income46%2 pp gap

Grade 6Lower-income18%Higher-income68%50 pp gap

Grade 7Lower-income52%Higher-income45%7 pp gap

Grade 8Lower-income11%Higher-income50%39 pp gap

Mathematics

Grade 3Lower-income21%Higher-income38%17 pp gap

Grade 4Lower-income25%Higher-income36%11 pp gap

Grade 5Lower-income26%Higher-income32%6 pp gap

Grade 6Lower-income16%Higher-income47%32 pp gap

Grade 7Lower-income32%Higher-income25%7 pp gap

Grade 8Lower-income6%Higher-income38%32 pp gap