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Thomson ES vs Bridges PCS

Thomson ES has a higher overall rating of 7.0/10 compared to 6.1/10. In math proficiency, Thomson ES leads at 52.0%.

Ratings Comparison

MetricThomson ESBridges PCS
Overall Rating7.0 / 106.1 / 10
Academic Score8.03.2
Growth Score5.67.3
Diversity Index
Free/Reduced Lunch0.2%0.2%
Environment Score9.07.7
State Rank#82 of 240#131 of 240
State Percentile66th46th

Test Scores

SubjectThomson ESBridges PCS
Math Proficiency52.0%15.0%
Math (State Avg)
ELA Proficiency47.0%24.5%
ELA (State Avg)

School Details

DetailThomson ESBridges PCS
TypeElementary SchoolElementary School
GradesPre-K – 5thPre-K – 5th
Enrollment253365
Student-Teacher Ratio8.7:19.9:1
Free/Reduced Lunch
Chronic Absenteeism (SY 2022-23)20.9%31.8%
DistrictDistrict of Columbia Public SchoolsBridges PCS
CityWashingtonWashington

Neighborhood

MetricWashington (20005)Washington (20011)
Median Household Income$111,960$108,377
Median Home Value$636,000$722,200
Median Rent$2,223$1,636
College Educated (Bachelor's+)80.4%54.7%
Poverty Rate11.3%10.1%
Avg Commute26 min32 min

The data story: Thomson ES vs Bridges PCS

Thomson ES and Bridges PCS sit 3.6 miles apart in Washington, DC, and both earn strong marks — but Thomson ES holds a 0.4-point overall rating advantage (9.2/10 vs. 8.8/10) and ranks #8 of 240 District of Columbia schools compared to Bridges PCS at #18 of 240. That ten-spot gap in the state ranking is meaningful in a city where the top twenty schools are clustered tightly, and it reflects Thomson ES's sharper academic profile rather than any advantage in student momentum.

On academics, Thomson ES scores 8.8/10 versus Bridges PCS's 8.1/10 — a 0.7-point delta that translates to meaningfully higher proficiency rates on DC state assessments. Growth tells a different story: Bridges PCS edges Thomson ES 9.7/10 to 9.5/10, indicating that Bridges students, on average, make slightly faster year-over-year academic progress relative to their peers. A family prioritizing current achievement levels should weight Thomson ES's academic score; a family focused on trajectory and how much ground a child gains each year will find Bridges PCS's growth edge compelling.

Thomson ES enrolls 253 students to Bridges PCS's 365 — a 44% larger student body at the charter. That size difference shows up in the classroom: Thomson ES's student-teacher ratio is 8.7:1 versus 9.9:1 at Bridges PCS. Roughly one additional student per classroom may seem minor in isolation, but at the elementary level — where individualized attention drives early literacy and numeracy outcomes — Thomson ES's tighter ratio gives it a structural advantage for children who benefit from more direct teacher contact time.

Both schools serve PK through grade 5, so families with kindergarteners through fifth-graders can consider either without worrying about grade-range mismatches. The structural difference is governance: Thomson ES is a DC Public Schools neighborhood school, while Bridges PCS operates as a public charter. Enrollment at Bridges PCS typically requires a lottery application, whereas Thomson ES admission follows standard DCPS boundary and preference rules. Families already in the DCPS system or zoned nearby may find Thomson ES the simpler path; those open to the charter lottery gain access to Bridges PCS's slightly stronger growth record.

Editorial summary generated May 2026 · sonnet

Who each school fits

Thomson ES

Thomson ES suits families who prioritize current academic achievement levels and smaller class sizes — its 8.8/10 academic score and 8.7:1 student-teacher ratio make it the stronger fit for children who need close teacher attention or are aiming for the highest measured proficiency. Its #8 DC ranking and straightforward DCPS enrollment process also favor families who want a top-tier neighborhood school without navigating a charter lottery.

Bridges PCS

Bridges PCS suits families who value growth trajectory over snapshot proficiency — its 9.7/10 growth score, the highest of the two, signals that students consistently accelerate year over year. It's the better fit for a child entering below grade level or one whose family wants a school with a demonstrated record of moving students forward quickly, and is willing to go through the charter lottery to get there.

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