The top reported proficiency rate is 21% in English language arts. The lowest is 14% in Science.
Original Research by School Decision on Laurene Edmondson Elementary School
Laurene Edmondson Elementary School, a regular public school in Loveland within the Thompson School District R-2J, serves students from prekindergarten through fifth grade. The school’s enrollment is small for an elementary building serving those grades. The student body is predominantly white, with a substantial Hispanic population and small shares of students who are two or more races or Black; Asian and Native American students each make up a very small fraction of the school.
A large majority of students qualify for free or reduced-price lunch, placing the school in a context where economic disadvantage is common among the families it serves. Data on the share of students with individualized education programs or identified as English learners was not reported, which leaves an incomplete picture of the support needs inside the building. A parent may want to ask the school directly about its special education and English learner populations.
State assessment results are available for the most recent testing year. In both math and English language arts, tested in grades three through five, the share of students scoring at the proficient or advanced level was below one in five. In science, tested at fifth grade only, a still smaller share reached proficiency. On a combined index across all tested subjects and grades, the school’s overall proficiency rate placed it in the bottom quartile relative to other elementary schools across the six districts in Larimer County. These are low attainment numbers, and a family considering this school will want to understand what academic interventions or supports are in place.
The Thompson district, which operates all public schools in Loveland and surrounding areas, has seen recent voter investment. In 2022, residents approved a bond measure and a mill levy override for facility improvements, safety upgrades, technology, staffing, and class size reduction. In 2024, voters passed another bond issue and mill levy override for further facility and safety improvements. These referendums mean the district has secured ongoing operating revenue and capital funding that can flow into its schools, including Edmondson, though how that money has been allocated at the building level is not specified in the available information.
Loveland itself is a mid-sized Front Range city with a mixed economy. Originally an agricultural center, it later diversified with manufacturing from Hewlett-Packard, Teledyne, and Hach, and more recently with healthcare and retail centered at the I-25 and US 34 interchange. The city functions partly as a bedroom community for commuters heading to Fort Collins, Denver, and other Front Range employment centers. Housing values in the school’s ZIP code area sit slightly below the statewide benchmark, though they remain elevated relative to national medians, and rents have been climbing. The older downtown core has a traditional grid layout and greater walkability, while newer development east of the highway is car-oriented. The school’s location on West 49th Street places it in a residential part of the city, and the area has experienced steady growth as Loveland has expanded its limits eastward and its northern edge has become contiguous with the town of Windsor.
For a family, this school offers a pre-K through fifth grade program in a district that has recently secured voter support for operations and facilities, set against a city of moderate cost and steady growth. The academic proficiency numbers are low, and a parent would want to investigate what the school is doing to raise them and how well the school serves children who enter below grade level. The high share of students qualifying for free or reduced-price meals shapes the peer environment and suggests the school may have access to federal funding streams that support programming, though how those are used is a question for the school itself. The absence of reported staffing data, discipline records, and course access means there is no picture of class sizes, teacher experience, or enrichment offerings from the available information. Families should seek out those details directly from the school or through school tours and conversations with current parents.
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