The top reported proficiency rate is 27% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Granada Elementary School
Granada Elementary School serves students from preschool through sixth grade in the small, rural town of Granada, Colorado. The school is part of the Granada School District No. Re-1, a single-school district that covers this agricultural community. The town itself is compact, with an economy anchored in agriculture, forestry, and educational services. Most workers drive alone to their jobs, reflecting a car-dependent daily life. Between recent years, the median property value in Granada rose while local employment declined, suggesting a modest economic shift in this already small residential and agricultural-commercial setting.
The school enrolls a modest number of students across its grade span, with classes distributed from pre-kindergarten through sixth grade. The student body is predominantly Hispanic, with a significant white population and a very small number of students identifying as American Indian or Alaska Native, Asian, or two or more races. A substantial share of students qualify for free or reduced-price lunch, indicating that the school serves a community with considerable economic need. Data on students with disabilities and English learners was not available in the records reviewed; a parent may want to ask the school directly about these support populations.
On Colorado’s state assessments, Granada Elementary School’s proficiency rates were below statewide averages in both math and English language arts. Just over one in five students scored at the proficient level or above in math, while about one in four did so in English language arts. When compared to other schools within Prowers County, the school’s overall proficiency across tested subjects and grades sits above the midpoint among the districts in the county. That county-level comparison set provides a local frame: Granada Elementary performs somewhere in the middle of the pack relative to its immediate neighbors, neither at the top nor at the bottom. Science results for fifth grade were suppressed for reporting, likely due to the group size, so no conclusion can be drawn from that subject.
Because the school serves only through sixth grade, it does not have a graduation rate, and the broader academic trajectory that a parent might see from a high school is not available here. The district itself, according to the publicly reported information reviewed, has not undergone notable recent changes that would shift a family’s decision, though the lack of reported data does not confirm the absence of developments—it simply means nothing surfaced in the available research.
Families considering Granada Elementary should understand it as a small, rural elementary school serving a community with deep agricultural roots and a fairly high level of economic disadvantage. The academic results are modest, and while the school holds a middle position within its county, the proficiency rates are below what many families would consider strong. A parent may want to follow up on the school’s specific programs for students who need extra support, especially given the missing data on special education and English learner populations. The setting offers a close-knit, small-town environment where the school is likely a central part of daily life, but the academic pathway it provides will require careful attention to how well it prepares students for the transition to middle and high school elsewhere.
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