The top reported proficiency rate is 59% in Math. The lowest is 49% in English language arts.
Original Research by School Decision on Woodrow Cummins Elementary Sch
Woodrow Cummins Elementary School serves kindergarten through fourth grade in Conway, a mid-sized city that is the county seat of Faulkner County and a regional hub in central Arkansas. The city hosts three higher-education institutions, giving it a profile as a college town, and the adult workforce reflects a high share of bachelor's degree holders. Conway has a car-dependent layout with minimal transit, and its economy blends education, healthcare, technology, and manufacturing. The school is part of the Conway School District, which operates a set of elementary, middle, junior high, and high school campuses spread across the city.
The school's enrollment draws from a surrounding area with housing values that run above the statewide typical level. Rents in the area are moderate relative to national benchmarks, and the housing market has seen small year-over-year price gains. The economic context shows a national unemployment rate in the low single digits and a mortgage rate around the mid-single-digit range, which gives a general backdrop for affordability. A notable share of students at Woodrow Cummins qualify for free or reduced-price lunch, indicating that while the area is not uniformly high-income, the school serves a mixed economic population.
Academically, the school's state testing results come from the ATLAS assessment, which Arkansas uses to measure proficiency. On the most recent year of data, third-grade math showed a proficiency rate that placed above the midpoint among tested grades, while fourth-grade math was lower. In English language arts, third-grade proficiency was below half, and fourth-grade proficiency was just above half. Science results were mixed: third-grade science was above half, fourth-grade science was below half. The comparison fact-set groups Woodrow Cummins among districts in Faulkner County, and on an overall proficiency index that averages across all tested subjects and grades, the school sits above the midpoint of that cohort. The district's own profile did not yield any publicly reported recent changes or strategic priorities, so that dimension remains uncharacterized.
Because the school serves no high school grades, there is no graduation rate to report. Data on chronic absenteeism and on special populations such as students with disabilities and English learners were not available, so a parent who wants to understand those dimensions of the school climate may wish to ask the school directly. The school's demographic composition is predominantly white, with Black and Hispanic students each making up a meaningful share, and smaller groups of Asian students and multiracial students. The classroom setting is a conventional elementary school within a larger public district, without charter or magnet status.
For a family considering this school, it offers a mid-sized elementary setting in a growing city with a strong college presence and a diversified local economy. The academic picture shows proficiency that varies by grade and subject, landing above the middle of the county on a combined measure but with clear soft spots in third-grade reading and fourth-grade science. Those are areas a parent may want to explore further with the school to understand how instruction and support are structured for those grades. The lack of detailed data on special education and English learner services leaves a gap that any family with a child who might need those supports will want to fill through direct inquiry. Overall, Woodrow Cummins fits a family looking for a neighborhood elementary school in a mid-sized city where the broader community offers collegiate and civic resources, but where the academic profile is uneven enough to warrant a closer look at grade-level performance.
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