The top reported proficiency rate is 46% in English language arts. The lowest is 23% in Science.
Original Research by School Decision on Asbury Elementary School
Asbury Elementary School serves students from prekindergarten through fifth grade as a regular public school within the Marshall County district in Albertville, Alabama. The school is one of several elementaries serving a growing community on Sand Mountain. It is not a charter or magnet school, and it operates in a district where a search for recent changes turned up little of lasting public impact, leaving the school’s character to be shaped largely by its own local context and student population.
The student body is roughly evenly split between white and Hispanic students, with very small shares of other racial groups. A substantial share of students qualify for free or reduced-price meals, placing the school in a high-poverty context that families should weigh alongside academic results. Enrollment figures for students with individualized education programs or English learner status were not reported in the available data, so it is not possible to assess the school’s special education or language support profile from this information alone. A parent considering the school may want to ask the school directly about these programs and staffing.
State assessment results from the most recent testing year show a split picture. In English language arts, proficiency rates across third, fourth, and fifth grades cluster roughly in the low-to-mid range compared to state expectations. In math, proficiency rates are markedly lower across all three tested grades, each landing well below the half mark. Science results for fourth grade follow a similar pattern. Because only a single year of test data was available for this analysis, no trend can be established, and it is unclear whether these results reflect a recent dip or a consistent pattern. When compared to other districts within Marshall County, the school’s overall proficiency index lands in the bottom quartile. This is a soft spot that a parent may want to investigate further with the school, asking about specific instructional strategies and recent improvement efforts.
The school does not serve high school grades, so there is no graduation rate to report. No chronic absenteeism data was available in the source material. No information on discipline rates, staffing ratios, or course access was provided, leaving those dimensions of school climate unexamined here.
The Albertville community around the school is a mid-sized city with a notably diverse population, tied to a strong industrial base including poultry processing and manufacturing. Housing values in the area are moderately below the state benchmark and substantially below the national benchmark, making the area relatively affordable in a broad context. The city has seen steady population growth and school enrollment increases, which prompted the construction of a new elementary school to relieve overcrowding in recent years. The school’s setting is car-dependent, with limited public transit and walkability, so families should expect to drive for most errands and school-related activities.
This is a school serving a high-need population in a growing, industrially anchored community. Its academic proficiency numbers in math and science are notably low, and its English language arts results are moderate. The absence of multi-year trend data and key programmatic or staffing information means a parent will want to supplement this picture with a direct visit and conversations with the principal about how the school supports its students academically, particularly in the subjects where performance is weakest. It fits a family whose priority is a neighborhood elementary in an affordable, growing town, but who will want to be actively engaged in monitoring academic progress.
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