The top reported proficiency rate is 29% in Science. The lowest is 9% in Math.
Original Research by School Decision on Kiowa Elementary School
Kiowa Elementary School is a regular public school serving students in pre-kindergarten through fifth grade in the small, rural town of Kiowa, Colorado, which also serves as the county seat of Elbert County. The school is part of School District No. C‑2 in the County of Elbert and State of Colorado, and its enrollment is modest for its grade band, with a student body that is predominantly white and a substantial share of students qualifying for free or reduced-price lunch.
Kiowa itself is a primarily residential community that has been experiencing notable growth in recent years, according to the town’s official website. It retains what it describes as a “small town feel,” but the area is expanding, with population and home values rising. Housing in the Kiowa zip code reflects a market that is above both state and national median home values, and the town is largely car‑dependent — most residents commute alone to work, with a commute time that reflects the rural setting. The town’s civic anchors include the Elbert County courthouse and town hall, but there is limited information about walkability or street life. District‑level changes or initiatives were not found in publicly available sources, so this picture focuses on the school itself.
On state assessments administered to third through fifth graders, Kiowa Elementary’s proficiency rates are below the midpoint among districts in Elbert County, landing in the bottom quartile of that comparison set. In math, the share of students scoring proficient or above is low; in English language arts, it is higher but still a minority of students; in science, about a third of fifth‑grade students reached proficiency. Student participation in testing was high, indicating nearly all enrolled students took the assessments. No multi‑year trend data was available, so it is not possible to say whether performance has been shifting over time.
Because the school only serves elementary grades, there is no high school graduation rate to report. Data on special education identification and English learner status were also missing from the available records, which is a gap a parent may want to explore further with the school or district. No information on discipline, staffing ratios, or attendance patterns was provided, and no specific program offerings—such as gifted services, specialized instruction, or extracurricular activities—were listed.
For a family considering this school, the picture is one of a small, rural elementary school in a growing community. The town has a modest civic center but limited amenities, and much of daily life requires a car. The student body is not highly diverse, and the share of students from lower‑income households is significant. Academic attainment on state tests is low compared with other districts in the county, which may be a concern for some families. Others may value the small size, the sense of place in a town that is expanding, and the opportunity to be part of a school that serves as a neighborhood anchor for the early grades. Without information on programs or support services, a parent would likely want to visit the school and ask about curriculum, enrichment, and how the school addresses the needs of students who are not yet meeting proficiency benchmarks.
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