The top reported proficiency rate is 39% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Alburgh Community Education Center
Alburgh Community Education Center sits in the town of Alburgh, Vermont, in Grand Isle County, and serves children from pre-kindergarten through eighth grade. It is a public school, part of the Alburgh School District, and operates as the community's primary elementary and middle school option. The enrollment is small, which is typical for a Vermont town of this size, and the school's grade span means it covers the full pre-secondary trajectory under one roof.
The student body is predominantly white, with a smaller group identifying as two or more races and a handful of students from other backgrounds. A substantial share of students qualify for free or reduced-price lunch, which places the school in the category of serving a working-community population. Data on students with individualized education programs and English learners was not available in the sources we reviewed, so those pieces of the picture are missing here. A parent wanting to understand special education or multilingual services would want to ask the school directly.
State assessment results from the Vermont Comprehensive Assessment Program are limited for this school. Most grade-level results were suppressed, which commonly happens when class sizes are small enough that reporting would risk identifying individual students. The only reported results come from eighth grade. In math, proficiency was low. In English language arts, a moderate share of students reached proficiency. Science results were suppressed across the board. No multi-year trend data was available, so it is difficult to read whether these results represent a pattern or a single-year snapshot. The small number of tested students in each grade means that year-to-year results can swing widely based on the composition of a single class, which is worth keeping in mind when interpreting any one year's figures. A parent considering this school may want to ask how the school supports math instruction in particular and what intervention or enrichment structures are in place across the upper grades.
Because Alburgh Community Education Center does not serve high school grades, there is no graduation rate to report. This is a structural fact about the grade band, not a gap in performance. Students from this school would transition to a secondary setting elsewhere, and families would want to understand which high school or schools Alburgh students typically move on to.
The housing market in Alburgh is more affordable than the Vermont state benchmark and the national benchmark. Home values have been appreciating, but from a lower base than much of the state, and the estimated monthly mortgage cost sits at a level that many working families in the area would find manageable relative to incomes. Rental data was not available for this zip code. The broader economic context reflects a national unemployment rate that has held steady and a median household income that has grown modestly over time. These factors shape the community the school sits in: a relatively affordable, rural Vermont town where housing costs are not as stretched as in some parts of the state.
We looked for information on programs, course access, staffing ratios, discipline data, and chronic absenteeism, but these were not available in the sources provided. The same is true for Title I status and locale classification. The district-level search for recent parent-relevant changes turned up nothing beyond directory and demographic basics, so there is no evidence of recent restructuring, program launches, or facility changes to report.
What the picture does convey is a small, rural community school serving a working-population student body through the middle grades, with limited publicly reported assessment data due to small class sizes. The one set of eighth-grade results suggests a weaker area in math and a more middling performance in English language arts. Families considering this school would benefit from speaking directly with staff about instructional support, the transition to high school, and any specialized services their child might need.
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