The top reported proficiency rate is 85% in Science. The lowest is 40% in Math.
Original Research by School Decision on Newbrook Elementary School
Newbrook Elementary School sits in Newfane, a small Windham County community in southern Vermont. It is a public pre-kindergarten through grade five school, part of the West River Valley Union Education District, and it serves one of the smaller elementary populations in the area. The school draws predominantly white students, with a modest share qualifying for free or reduced-price meals. The enrollment is small enough that each grade has roughly a dozen or fewer students, which gives the school an intimate feel but also means that state testing results can swing noticeably from year to year.
On the most recent Vermont Comprehensive Assessment Program results, the school shows a striking pattern across grade levels. Third and fourth graders posted modest proficiency rates in both math and English language arts, with fewer than half of tested students meeting the proficient benchmark. By fifth grade, the picture shifts considerably. Math proficiency jumps to a strong majority, and English language arts reaches an even higher share. Science results for fifth graders were the brightest spot, with the large majority of tested students demonstrating proficiency. The fifth-grade performance is genuinely impressive and suggests that students are hitting their stride as they prepare to leave for middle school. The earlier grades are softer, and a parent may want to ask the school how it supports students in third and fourth grade to build toward that stronger fifth-grade showing. Because each tested group is small, a few students moving in or out can shift these results meaningfully, so it is worth reading them as a snapshot rather than a fixed trend.
No multi-year trend data was available, so it is not possible to say whether this grade-level pattern is consistent over time or specific to this cohort. Participation rates were also not reported. Information on students with individualized education programs and English learners was not available in the data provided. The school does not serve high school grades, so there is no graduation rate to report, and that is expected for an elementary school.
The wider district has been through structural change. West River Valley merged in the recent past, and the elementary component now operates as its own entity separate from the secondary component. One nearby town, Windham, closed its own elementary school and began sending its students to Townshend Elementary, another school in the district. That shift has affected enrollment and class composition at Townshend, though Newbrook itself is a separate school within the same district. A parent considering Newbrook may want to understand how the district balances resources across its three schools and whether the Windham closure has had any ripple effect on staffing or programming at Newbrook.
No data was available on staffing ratios, course offerings, discipline, attendance, chronic absenteeism, or Title I status. The locale brief for Newfane was not provided, so there is limited grounded detail here about the town itself. What the housing data does show is that home values in the school's zip code sit below the Vermont state benchmark and close to the national benchmark, with a price-to-income ratio that is moderate by national standards. Mortgage costs are elevated given current interest rates, but the area remains relatively affordable compared with much of Vermont.
There was no applicable county comparison set for this school. The proficiency index, graduation rate, and chronic absenteeism comparisons were all flagged as not applicable, in one case because the cohort was too small and in others because the entity values were missing. So there is no grounded way to position Newbrook against its Windham County neighbors from the data provided.
What the available picture does show is a small, community elementary school with mixed early-grade results and a strong fifth-grade finish. Families looking for a tight-knit setting where teachers likely know every student by name may find that appealing. The gap between the younger and older grades in tested proficiency is the thing most worth asking about, along with how the district's recent restructuring is shaping day-to-day life in its schools.
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