For the 2025-26 school year, there is 1 public middle school serving 527 students in 05403, VT.
The top-ranked public middle school in 05403, VT is Frederick H. Tuttle Middle School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public middle school in zipcode 05403 have an average math proficiency score of 69% (versus the Vermont public middle school average of 41%), and reading proficiency score of 59% (versus the 44% statewide average). Middle schools in 05403, VT have an average ranking of 10/10, which is in the top 10% of Vermont public middle schools.
Minority enrollment is 28% of the student body (majority Asian and Hispanic), which is more than the Vermont public middle school average of 11% (majority Hispanic and Black).
Best 05403, VT Public Middle Schools (2025-26)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Frederick H. Tuttle Middle School
(Math: 69% | Reading: 59%)
Rank:
Rank:
10/
Top 10%10
500 Dorset Street
South Burlington, VT 05403
(802) 652-7100
South Burlington, VT 05403
(802) 652-7100
Gr: 6-8 | 527 students Student-teacher ratio: 12:1 Minority enrollment: 28%
05403, Vermont Public Schools (Closed)
School
Location
Quick Facts
South Burlington S.d. (Closed 2023)
Special Education School
550 Dorset St
South Burlington, VT 05403
(802) 658-9050
South Burlington, VT 05403
(802) 658-9050
Gr: PK-12 | 103 students Student-teacher ratio: 103:1 Minority enrollment: 5%
Frequently Asked Questions
What are the top-ranked public middle schools in 05403, VT?
The top-ranked public middle schools in 05403, VT include Frederick H. Tuttle Middle School.
How many public middle schools are located in 05403?
1 public middle schools are located in 05403.
What is the racial composition of students in 05403?
05403 public middle schools minority enrollment is 28% of the student body (majority Asian and Hispanic), which is more than the Vermont public middle schools average of 11% (majority Hispanic and Black).
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