The top reported proficiency rate is 44% in Math. The lowest is 31% in English language arts.
Original Research by School Decision on Joseph W Lisenby Primary School
Joseph W Lisenby Primary School in Ozark, Alabama, is a regular public school serving prekindergarten through second grade. It sits within the Ozark City district, a small city school system in Dale County in the Wiregrass region of southeast Alabama. The school’s name and grade span reflect a shift: testing data from a decade ago was reported under the name Joseph W Lisenby Elementary School, which at that time covered grades three through five. The current primary school configuration does not serve those tested grades, so families should not read that older data as describing this school’s present academic program.
Enrollment is moderate for a primary school, and the student body is diverse. More than half of students are Black, white students make up a substantial share, and the remainder includes students who are Hispanic, multiracial, or of other backgrounds. A large majority of students qualify for free or reduced‑price meals, indicating a student population with significant economic need.
Because Lisenby serves only PK‑2, the state does not administer its standard academic assessments at these grade levels. There is no current proficiency data for reading or math that applies to the school’s actual students. The available test results date from the 2014‑15 school year, when the school operated as an elementary school with grades 3‑5. Those results, reported on the ACT Aspire assessment, showed a mixed picture: in math, roughly two‑fifths to just under half of students scored at the proficient level across grades 3‑5, while in English language arts the proportions were lower, ranging from roughly a quarter to just under two‑fifths. In fifth‑grade science, about two‑fifths were proficient. Because this data is both several years old and from a different grade configuration, it offers no reliable basis for judging the current academic program. Parents interested in student achievement at Lisenby would need to ask the school directly about early literacy and numeracy benchmarks, kindergarten readiness measures, and any local assessments used with primary students.
The school sits in Ozark, a small city with a traditional downtown and a mix of residential and commercial development. The economy is dominated by Fort Novosel, the U.S. Army Aviation Center, which is the largest employer, along with the school district itself, the city government, healthcare providers, and manufacturers. The population is essentially flat to slightly declining, and housing is affordable relative to state and national averages. The median home value and rents are low, making the area accessible for military families and those seeking a lower cost of living. The city is car‑dependent, with limited public transit and pedestrian infrastructure outside the downtown core. Civic life revolves around the county courthouse, parks, and an annual arts festival.
The district context matters for families planning ahead. Ozark City Schools has experienced a decline in its high school graduation rate over the past several years, a publicly reported trend that signals challenges at the upper end of the system. While this does not directly affect a primary school, it is a factor a parent may want to understand when considering the full K‑12 pathway.
Compared with the other districts in Dale County, Lisenby Primary School or its predecessor held an overall proficiency index that fell below the midpoint. Again, that comparison is based on old, inapplicable test data. The school’s current position relative to peers is not captured by any available academic measure.
What is clear: Lisenby is an entry‑point school for the youngest students in Ozark City. It provides the first two years of formal schooling after prekindergarten, with the typical mix of foundational instruction in reading, early math, and social development. Families will find a school with an economically diverse student body in a low‑cost, military‑anchored community. The lack of current test data is neither a positive nor a negative—it simply reflects the grade span. Anyone seeking a fuller picture of early academic outcomes should request the school’s own assessment results and discuss early literacy programs and student support practices directly with the principal.
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