The top reported proficiency rate is 33% in English language arts. The lowest is 23% in Math.
Original Research by School Decision on Springfield Elementary School
Springfield Elementary School serves students from pre-kindergarten through fifth grade as a regular public school in the small southeastern Colorado town of Springfield, which is the county seat of Baca County. The school is part of Springfield School District No. Re-4. Enrollment is modest for a grade band that includes a pre‑K program, and the student body is predominantly White, with a substantial Hispanic population and a meaningful share of students who identify as two or more races. A very small number of American Indian or Alaska Native students are also enrolled. A large majority of students qualify for free or reduced‑price lunch, indicating a community with significant economic need. Data on students with disabilities and English learners were not reported.
State testing results from the Colorado Measures of Academic Success show that proficiency rates in both math and English language arts are below the levels many families would hope for. Across the grades tested, roughly a quarter of students scored at or above the proficient benchmark in math, and about a third did so in reading and writing. These figures place overall academic performance in a range that warrants attention. Science results for fifth grade were suppressed by the state, likely because the number of students tested was too small to report reliably. Participation rates on the assessments were high, which provides a solid basis for the results.
Looking at how this school compares with others in Baca County, the overall proficiency index across tested subjects and grades sits above the midpoint of the small set of districts in the county. That context is worth noting—the comparison set includes only a handful of districts, and within that group this school’s performance is not the lowest, but it is not at the top either.
The district itself has been navigating a period of change. According to publicly reported information, under new leadership the district integrated NWEA and IXL assessment and learning programs into the master schedule and implemented them with fidelity. Math and English language arts curricula were vertically aligned across grade levels to support student progression from elementary through junior/senior high school. At the same time, the district has received an “Accredited with Improvement Plan” rating from the state for consecutive years, with performance scores declining over that period. That accreditation status signals that the district is not meeting state expectations, and families may want to discuss with the school how those district‑level challenges are being addressed at the elementary level.
Springfield itself is a very small, compact rural town that originally developed around cattle ranching and farming. It remains the county seat, so government and school functions are concentrated in the town center. The population appears to be roughly stable or slightly declining. Major employers include county government, the school district, and local healthcare and agricultural businesses. The town has one public library and regional highway connections; most daily errands likely require a vehicle. Housing values and rents were not part of the available data, but in a town of this size and character the housing market is typically affordable compared to larger Colorado communities.
For a family or resident considering Springfield Elementary, the picture is one of a small, economically challenged rural school where academic achievement is an area of focus. The school does not serve high school grades, so there is no graduation rate or advanced coursework to review. The district’s recent curriculum and assessment changes suggest an effort to improve instruction, but the state’s accreditation rating and declining scores indicate the work is ongoing. The peer environment is predominantly White with a significant Hispanic minority and a high poverty rate. Parents who value a very small‑town setting with close community ties may find this school a natural fit, while those seeking higher absolute test performance or a wider array of programs may want to explore further with the school and district about specific supports and initiatives.
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