The top reported proficiency rate is 27% in English language arts. The lowest is 20% in Science.
Original Research by School Decision on Winona Elementary School
Winona Elementary School is a regular public school in Loveland, Colorado, serving students from preschool through fifth grade as part of the Thompson School District R-2J. Its enrollment is small for an elementary school serving that grade span. The student body is majority white, with a substantial Hispanic presence and small shares of students who are American Indian or Alaska Native, Asian, Black, or multiracial. A large majority of students qualify for free or reduced-price meals, indicating a student population with significant economic need.
On state assessments in math, English language arts, and science, proficiency rates fell below the midpoint among tested schools, and the school’s overall proficiency across subjects placed it in the bottom quartile relative to districts in Larimer County. Participation rates on the tests were at levels where the results can be considered representative. Elementary science testing occurs only in fifth grade, and the results there were similarly low. There is no multi-year trend data available, so it is not possible to say whether these scores reflect a recent shift or a longer pattern. Parents considering the school will want to understand what academic supports are in place and how the school addresses student needs given the economic context.
Loveland itself is a mix of older downtown character and newer commercial and residential development, especially eastward toward the Interstate 25 and U.S. Highway 34 interchange. The city serves as a bedroom community for workers commuting to Fort Collins, Denver, and other Front Range employment centers, while also hosting manufacturing and healthcare employers. Housing values in the area are around the middle range of the national market, with rents also at a moderate level. The Thompson district has seen voters approve multiple bond measures and mill levy overrides in recent years that fund facility improvements, safety upgrades, and technology across schools, so families may find that facilities have received recent investment.
Data on several aspects of school life were not available for this profile. There is no information on chronic absenteeism, discipline rates, staffing ratios, or the share of students receiving special education services or English learner support. Parents may want to ask the school directly about these topics, as they can affect the daily experience of students. Program offerings beyond the standard curriculum were also not reported, so what enrichment or intervention opportunities exist is unclear.
Winona Elementary sits within a district that has shown a willingness to invest in its schools through local tax measures, but the school’s academic results on state tests are below the county average. For a family weighing options, the key facts are a high-poverty student body, a small enrollment, and test scores that raise questions about whether the school is currently meeting academic benchmarks. The school’s size and economic context may mean that student mobility and support services are especially important to understand.
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