The top reported proficiency rate is 46% in Math. The lowest is 35% in Science.
Original Research by School Decision on Greene Cty Tech Intermediate School
Greene County Tech Intermediate School sits within the Greene County Tech School District on the eastern side of Paragould, a county-seat city in northeastern Arkansas that has seen steady population growth. The school serves fourth and fifth graders only, a focused grade band that makes it a bridge between the elementary years and middle school. Housing in the surrounding area is modestly priced compared to national benchmarks, with home values and rents below the national typical, and the city’s largest employment sectors are manufacturing, healthcare, and retail trade, giving the community a working-class, industrial-agricultural character.
The student body is not especially diverse by national standards. A very large majority of students are white, with small shares of Hispanic, Black, and multiracial students, and even smaller numbers of Asian, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native students. More than half of students qualify for free or reduced-price lunch, a rate that places the school in a moderate-to-high poverty context. Data on the share of students with disabilities and the share of English learners were not available; a parent may want to ask the school directly about its special education staffing and English language support programs.
On state assessments administered in the 2024-25 school year through Arkansas’s ATLAS tests, the school’s overall proficiency across math, reading, and science sits above the midpoint among the three school districts in Greene County. That is a straightforward statement of relative position, but the absolute numbers tell a more mixed story. In fourth-grade math, roughly two out of every five students scored at or above the proficient level, and in fifth-grade math the share was slightly higher. In English language arts, the fourth-grade proficiency rate was lower, about a third of students, while fifth graders performed noticeably better, with more than two out of five proficient. Science results were weaker: just over a third of fourth graders were proficient, and just under a third of fifth graders. A parent looking at these results will see a school where a substantial slice of students are meeting the state’s academic benchmarks, but where a majority in every grade and subject are not, particularly in fourth-grade reading and in science overall. This is information worth discussing with your child’s future teacher about how the school identifies and supports students who are below grade level.
Because the school does not serve high school grades, it has no graduation rate to report, which is expected. Student discipline data, chronic absenteeism figures, and course access information were also missing from the data available. The district brief turned up no recent parent-relevant changes such as boundary shifts, leadership turnover, or major program launches, though that may simply reflect that such changes did not register in the search.
What this school offers is a contained intermediate setting where children spend two years before moving on to a middle or junior high school. The peer environment is largely homogeneous in racial and ethnic terms, and the economic profile is working class. For a family weighing this school, the academic picture is one where performance is middling in a county-level comparison but where many students are not reaching proficiency, especially in fourth-grade literacy and in science across both grades. A parent should ask the school how it approaches reading intervention for fourth graders and what science instruction looks like in a building that feeds into higher grades with stronger science results. The absence of special population data is a gap worth filling with a direct call to the school office.
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