The top reported proficiency rate is 33% in Math. The lowest is 31% in Science.
Original Research by School Decision on Enosburg Falls Elementary School
Enosburg Falls Elementary School sits in the heart of a small Vermont village that bills itself as a regional center for western Franklin County. The community is deeply rooted in dairy farming, and the annual Vermont Dairy Festival remains a centerpiece of local identity. The Missisquoi River runs through the village, and the historic Enosburg Opera House on Main Street anchors civic and cultural life. The setting is quintessential small-town New England, with a compact footprint along the routes that converge as Main Street. Housing here is modest by Vermont standards, with typical home values sitting below both the state and national benchmarks, which may appeal to families looking for an affordable entry point into the region.
The school serves prekindergarten through fifth grade and belongs to the Enosburgh-Richford Unified Union School District. Its enrollment is modest for its grade band, with a fairly even distribution across the early grades and a sizable prekindergarten cohort. The student body is overwhelmingly white, with small representations from other racial and ethnic groups. A substantial majority of students qualify for free or reduced-price lunch, reflecting the working-class character of the surrounding community. Data on English learners and students with individualized education programs was not available, so those population details remain unknown.
On state assessments, the most recent results tell a mixed and generally modest story. In mathematics, third-grade proficiency was in the mid-range, fourth-grade proficiency was notably lower, and fifth-grade proficiency was the strongest of the three tested grades, coming in above the third-grade mark. Science proficiency for fifth graders was also on the lower side. English language arts results across all tested grades were suppressed, so there is no public picture of reading and writing performance from this data. A parent evaluating the school's academic standing may want to look into this further with the school, particularly to understand how literacy instruction is performing and what supports are in place for students who are below grade level.
No multi-year trend data was available, so it is not possible from this data to say whether these results represent a dip, a plateau, or a longer-standing pattern. The comparison set used for this school, relative to districts in Franklin County, was too small to produce a meaningful proficiency index or other comparative positioning. That means there is no reliable neighbor comparison to contextualize these numbers against surrounding communities. Graduation rate does not apply here because the school does not serve high school grades, and chronic absenteeism data was not reported.
Information on staffing, course access, discipline, attendance, and Title I status was absent from the available data, so a parent would need to ask the school directly about class sizes, specialist offerings, and any targeted academic support programs. The district brief turned up no recently reported parent-relevant changes, so nothing in the available data points to major program shifts, restructurings, or closures that a family should be aware of.
What the data does convey is a small, rural elementary school serving a predominantly white, lower-income community in a village with strong agricultural roots and a modest cost of living. Academic results in math and science are present but lean toward the lower end, and reading outcomes are not publicly visible. Families considering this school would benefit from a direct conversation with staff about literacy outcomes, instructional support, and what the classroom experience looks like day to day, since the publicly available data leaves real gaps in the picture.
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