The top reported proficiency rate is 72% in Math. The lowest is 45% in Science.
Original Research by School Decision on Nova Blanche Forman Elementary
Nova Blanche Forman Elementary sits on Davie Road in the heart of Davie, a large South Florida town with a genuinely unusual character. Davie markets itself on a Western identity, complete with equestrian estates, a rodeo arena, and older ranch-style architecture, yet it is simultaneously home to a dense cluster of universities and colleges. The neighborhood around the school reflects this duality: the Davie Road corridor runs commercial and auto-oriented, with ongoing CRA-led redevelopment pushing new mixed-use buildings skyward, while quieter residential streets branch off in either direction. For families moving to the area, Davie is not a quiet suburb or a walkable urban village but something in between, and it is changing quickly. The largest multifamily project in town history is under construction nearby, and the publicly reported pipeline along Davie Road includes several more apartment buildings already underway. That growth is likely to shape the school's enrollment trajectory, though no specific projections were available in the data.
The school serves kindergarten through fifth grade and carries a sizable enrollment for that grade band, spread fairly evenly across grades with the youngest classes being slightly smaller. A majority of students qualify for free or reduced-price lunch, which means the school serves a meaningful population of economically constrained families. The student body is predominantly Black, with Hispanic students making up the next largest group, followed by white and Asian students. Data on English learners and students with IEPs was not available in what was provided, so a parent interested in those support structures should ask the school directly.
On Florida's FAST assessments, the academic picture is mixed in a way worth looking at closely. Third-grade math stands out as a clear strength, with proficiency well above the majority of elementary students statewide. Third-grade ELA is also solid, placing the school in competitive territory. The pattern shifts as grades progress. By fourth grade, both math and ELA proficiency drop noticeably, and fifth-grade results in both subjects are lower still. The fifth-grade science assessment, administered statewide only at that grade level, came in below what would typically be considered strong performance. This kind of grade-level decline within a single school is not unusual, but it is the kind of pattern a parent may want to ask the school about, particularly in terms of how the curriculum and staffing are structured across the upper elementary years. Multi-year trend data was not available, so it is not possible to say whether these results represent improvement, decline, or a stable baseline.
No program offerings were included in the data provided, and the school carries no magnet or charter designation. Title I status was not reported. The district brief for Broward County Public Schools returned no confirmed parent-relevant changes within the search window, so specific district-level initiatives were left out rather than guessed at.
The housing market around the school reflects a broader South Florida affordability squeeze. Home values in the zip code are well above both the Florida state median and the national median, and have edged down modestly year over year. Rents have moved slightly upward over the same period. The estimated monthly carrying cost of a home at the median local value is substantial, and rent as a share of a typical household's income runs high by any conventional measure. For families weighing whether to rent or buy near this school, neither path is inexpensive, and the gap between estimated mortgage and rent costs is narrow.
For a family whose child enters kindergarten performing well and who benefits from a structured, consistent environment, the early-grade results here are encouraging. The trajectory into fourth and fifth grade is the open question, and it is a real one. A parent of a child entering the upper grades, or one who already has specific academic or support needs, will want a direct conversation with school leadership about what drives the pattern and what resources are available to address it.
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