The top reported proficiency rate is 33% in Science. The lowest is 23% in Math.
Original Research by School Decision on Linton Elementary School
Linton Elementary School is a regular public elementary school in Fort Collins, Colorado, serving pre-kindergarten through fifth grade as part of Poudre School District R-1. It is a mid-sized school for its grade band, drawing its student body from the southern part of this growing college town. Because it serves only elementary grades, there is no graduation rate to consider, and the measures available to assess its academic profile come from state assessments in math, reading, and science.
On those assessments, proficiency rates across tested subjects are low when compared with other elementary schools in the district and with schools statewide. In math and English language arts, about a quarter of students scored at the proficient or advanced level. In science, at the fifth-grade level, roughly one in three students reached that bar. Participation rates on the tests were high, so the results reflect the broad student population. The combined proficiency index places Linton Elementary in the bottom quartile among the districts in Larimer County, which is the comparison set available for this school. A parent looking at these outcomes will see a school where academic achievement is a clear area of concern, and it would be reasonable to ask the school directly what strategies are in place to improve these numbers.
The student body is about evenly split between students who identify as Hispanic and students who identify as White, with a small share of students of two or more races and very small numbers of Asian, Black, and American Indian or Alaska Native students. A substantial majority of students qualify for free or reduced-price lunch, indicating that the school serves a population with significant economic need. Data on special education identification and English learner status were not reported, so those dimensions of the school's support structure are not visible from the available information.
The school is located in Fort Collins, a mid-sized city that blends a college-town atmosphere with a diverse economy anchored by Colorado State University, major manufacturers, and high-tech companies. The city has a well-known historic Old Town district with breweries and shops, an extensive network of bike lanes and trails, and a MAX Bus Rapid Transit system. Housing in the Fort Collins area carries a premium. Home values in the school's zip code are above the national median and have been roughly stable, while rents have risen slightly. For a family considering a move, the overall housing market in Larimer County is competitive, and the cost of buying or renting here is notably higher than in many parts of Colorado, let alone the national average.
Fort Collins has grown rapidly over the past several decades, particularly to the south, and that trend continues. The city has actively managed growth since the 1980s, and development remains steady. Linton Elementary sits in a part of the city that reflects that expansion. The neighborhood around it is car-oriented suburban residential, but the city's broader commitment to biking and transit infrastructure means there are alternatives for getting around.
No recent district-level changes, such as bond measures or curriculum overhauls, were reported that would directly affect Linton Elementary in a parent-relevant way. The school's status as a regular, non-charter, non-magnet public school means its programming follows the district's standard elementary curriculum. Programs like art, music, and physical education are likely present, but the data did not include a specific course-access list.
For a family evaluating Linton Elementary, the academic picture is the primary concern. The school serves a diverse and economically diverse student body in a city with a strong local economy and a high cost of living. The low proficiency rates invite further conversation with the school about instructional approaches, intervention programs, and how the school supports students who are behind grade level. Without data on special education or English learner services, or on chronic absenteeism, a parent may want to ask about those areas directly. The school, as part of a larger district, likely has access to district-level resources and professional development, but the specific on-the-ground reality at Linton is something a visit or a conversation with the principal would clarify.
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