The top reported proficiency rate is 34% in English language arts. The lowest is 16% in Science.
Original Research by School Decision on Miami/yoder Elementary School
Miami/Yoder Elementary School serves students from preschool through fifth grade in the rural community of Rush, Colorado. The school is part of the Miami-Yoder Joint District, which covers a sparsely populated area along State Highway 94 in eastern El Paso County. Rush itself is an unincorporated community with limited commercial infrastructure; there is no downtown, and the built environment consists of large rural lots with minimal walkability. The school functions as a centralized campus for the area’s youngest students, drawing from surrounding agricultural properties and the small residential pockets nearby.
Enrollment is modest for an elementary school serving seven grade levels. The student body is predominantly White, with a substantial Hispanic population and a small share of students identifying as two or more races. A large majority of families qualify for free or reduced-price lunch, reflecting the area’s economic conditions. No data was available on the share of students with individualized education plans or those identified as English learners, so a parent may wish to ask the school directly about special education services and language supports.
On the Colorado Measures of Academic Success, Miami/Yoder’s proficiency results were mixed. In English language arts, roughly a third of students met the state standard. In science, which is tested only in fifth grade, about one in six students reached the proficiency threshold. Math results were not reported due to suppression for small group sizes, though participation rates were high across all subjects. When compared with other districts in El Paso County, the school’s overall proficiency index sits below the midpoint of the county’s districts. These numbers suggest that academic achievement is an area where the school may face challenges, and a parent would want to understand what interventions or supports are in place.
Because the school serves only elementary grades, there is no graduation rate to consider. No information was publicly available about chronic absenteeism, staffing ratios, or course access beyond the core curriculum. The district itself, as of the most recent search, reported no major recent changes or strategic initiatives, so the school operates in a stable, if resource-constrained, local environment.
Housing in the Rush area is rural and spread out; the school’s location on State Highway 94 means that most families drive their children to school. The community lacks the civic amenities—libraries, parks, a downtown—that families in more suburban settings might expect. For parents who value a small, close-knit school in a quiet agricultural setting, Miami/Yoder offers that experience plainly. The academic results are soft, especially in comparison to the broader county, and a family considering this school will want to look into what academic supports the school provides and how the district allocates resources to early literacy and math. The school’s size means that each child is likely to be known by staff, which can be a strong fit for families seeking a personalized environment, but the achievement data indicates that additional academic attention may be needed.
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