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Best 05672 Vermont ºÚÁÏÍø¹ÙÍø Schools (2025)

For the 2025 school year, there are 3 public schools serving 755 students in 05672, VT (there are , serving 94 private students). 89% of all K-12 students in 05672, VT are educated in public schools (compared to the VT state average of 85%).
ºÚÁÏÍø¹ÙÍø schools in zipcode 05672 have a diversity score of 0.21, which is less than the Vermont public school average of 0.23.
Minority enrollment is 11% of the student body (majority Hispanic and Black), which is less than the Vermont public school average of 13% (majority Hispanic and Black).

Best 05672, VT ºÚÁÏÍø¹ÙÍø Schools (2025)

School
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Stowe Elementary School
(Math: 65-69% | Reading: 65-69% )
Rank:
10/
10
Top 10%
254 Park Street
Stowe, VT 05672
(802) 253-4154
Gr: PK-5 | 363 students Student-teacher ratio: 15:1 Minority enrollment: 7%
Rank: n/an/a
Stowe High School
413 Barrows Road
Stowe, VT 05672
(802) 253-7229
Gr: 9-12 | 213 students Student-teacher ratio: 11:1 Minority enrollment: 14%
Rank: n/an/a
Stowe Middle School
413 Barrows Road
Stowe, VT 05672
(802) 253-6913
Gr: 6-8 | 179 students Student-teacher ratio: 11:1 Minority enrollment: 16%
[+] Show Closed ºÚÁÏÍø¹ÙÍø Schools in 05672 Vermont

05672, Vermont ºÚÁÏÍø¹ÙÍø Schools (Closed)

School
Location
Quick Facts
413 Barrows Road
Stowe, VT 05672
(802) 253-7229
Gr: 6-12

Frequently Asked Questions

What are the top ranked public schools in 05672, VT?
The top ranked public schools in 05672, VT include Stowe Elementary School.
How many public schools are located in 05672?
3 public schools are located in 05672.
What percentage of students in 05672 go to public school?
89% of all K-12 students in 05672 are educated in public schools (compared to the VT state average of 85%).
What is the racial composition of students in 05672?
05672 public schools minority enrollment is 11% of the student body (majority Hispanic and Black), which is less than the Vermont public schools average of 13% (majority Hispanic and Black).

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