The top reported proficiency rate is 24% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Edwards Elementary School
Edwards Elementary serves kindergarten through fifth grade in the unincorporated community of Edwards, Colorado, a year-round settlement in the Eagle River Valley positioned between the ski resort towns of Avon and Vail. The school is part of Eagle County School District Re 50, and its campus sits in a community that functions as a mix of residential neighborhoods and a commercial hub for the mid–Vail Valley. Edwards itself is auto-oriented, with a highway corridor running through it, though the Riverwalk area near the Eagle River offers a pedestrian-friendly zone with shops and restaurants. The area has grown steadily in recent decades, and the housing stock includes a notable share of second homes and vacation rentals, which affects the local vacancy rate and market dynamics.
The school enrolls a student body of a size that is moderate for an elementary school, serving roughly a few hundred students across kindergarten through fifth grade. The largest grade levels are in the primary years, with a smaller cohort passing through the upper elementary grades. About two-thirds of students qualify for free or reduced-price lunch, a proxy for household income that places this school in a context of substantial economic need.
The student population is majority Hispanic, representing a large share of the enrollment, with White students making up a much smaller portion and Asian students a very small minority. The school does not have reported data on the share of students with Individualized Education Programs or those identified as English learners, which is a gap that may be worth raising with the school directly if those factors matter to a family making a decision.
On state assessments administered through the Colorado Measures of Academic Success, the school’s math and English language arts proficiency rates are low compared to state expectations. In math, about one in six students scored at the proficient or advanced level. In English language arts, roughly one in four students met that bar. These results are based on full participation from the tested population. Science results for the fifth-grade cohort were suppressed, meaning the state did not release a proficiency rate, likely because the count of tested students was too small to report publicly in a way that protects student privacy. Average scale scores in all three subjects place the school in a range that a parent may want to discuss with the school’s leadership to understand current instructional priorities and any support programs in place.
Because the school serves only elementary grades, there is no graduation rate to report, and no chronic absenteeism data was available. The district brief turned up little of note in terms of recent changes or initiatives, so this narrative does not speculate.
Housing in Edwards is expensive. The typical home value sits well above the Colorado state median and far above the national figure, reflecting the mountain resort region’s real estate market. Rents are also high relative to incomes, and for a family not already established in the area, affordability would be a significant practical question.
Edwards Elementary is a regular public school, not a charter or magnet school. It does not have a reported Title I status, which is another detail a parent may want to verify with the district. The school was too small a cohort for the county comparison tool to position its proficiency against other Eagle County districts, so that benchmark is not available here.
For a family weighing this school, the picture is straightforward. The community is a working settlement anchored to the tourism economy of the central Rockies, with a high cost of living and a school that serves a majority low-income, majority Hispanic student body. Academic proficiency results are weak on the state tests that matter for accountability, and a parent should expect to engage actively with the school to understand how their child’s learning needs will be met. There are no secondary-level pathways to assess here, no data on enrichment or intervention programs, and no comparative frame to neighboring schools within the district. The school is what the numbers show: an elementary school in a high-cost mountain community where state test results signal challenges that warrant direct conversation with the principal and teachers.
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