The top reported proficiency rate is 57% in Math. The lowest is 42% in English language arts.
Original Research by School Decision on Avalon Elementary School
Avalon Elementary sits on Thomasson Drive in Naples, serving children from pre-kindergarten through fifth grade as a regular public elementary school in the Collier County district. The school is small relative to many elementary campuses, with enrollment spread fairly evenly across grade levels from kindergarten through fifth grade.
The student body is predominantly Hispanic, with smaller shares of white and Black students and minimal representation of other groups. A substantial majority of students qualify for free or reduced-price lunch, which places Avalon among the higher-need schools in its setting. Data on English learner counts and students with IEPs were not available in what was provided, so parents interested in those specific supports should ask the school directly.
On Florida's FAST assessments, the picture is mixed. Fourth-grade math stands out as a real bright spot, with proficiency well above the midpoint. Third-grade math and ELA proficiency are at roughly the midpoint, while fifth-grade math and fourth-grade ELA fall below it. Fifth-grade ELA is the weakest result in the set, with fewer than half of tested students reaching proficiency, and fifth-grade science sits just below the midpoint. A parent with a child entering upper elementary, especially in reading, may want to ask the school what additional literacy support structures are in place. This is worth the conversation, not a reason to draw conclusions, since the data does not explain causes.
Multi-year trend data was not available, so it is not possible to say whether these results represent improvement, stability, or decline from prior years.
One district-level change is directly relevant here. Collier County Public Schools adopted a structured, explicit phonics program for kindergarten through second grade starting in the 2023-24 school year, part of a broader science-of-reading shift across the district, publicly reported at the time as a response to persistent early literacy gaps. If a family is enrolling a young child, that instructional approach is now the baseline at Avalon and every other Collier elementary. The district also passed a tax-neutral referendum in late 2024, set to run through 2029, that shifts a portion of existing tax revenue from capital to operating funds without raising taxes. Publicly, the district has described this as supporting teacher pay, arts, and athletics, which gives the district some budget flexibility parents can factor into longer-term planning.
The Naples context matters for families thinking about where to live. Home values in the zip code around Avalon have declined year over year, pulling below both state and national benchmarks, which is unusual for this market and may present a different entry point than Naples has offered in recent years. Rents in the same area remain high relative to income, with rent consuming a notably large share of the median household income. Families who rent should weigh that burden carefully.
Naples itself, publicly reported by multiple local sources, is a Gulf-coast city with an identifiable historic downtown core along Fifth Avenue South and Third Street South in Old Naples, walkable at a village scale with galleries, restaurants, outdoor spaces, and beach access at the Naples Pier. Cambier Park hosts free weekly concerts from February into spring and sits a block off Fifth Avenue. Cultural anchors include the von Liebig Art Center, Sugden Community Theater, Gulfshore Playhouse, and Artis-Naples to the north. Major employer data for the area was not gathered before the research budget for the locale was exhausted, so that piece is missing here.
For a family drawn to a smaller elementary school with a majority-Hispanic student community, located in an established Naples neighborhood, Avalon is a concrete, grounded option. The academic results, particularly in upper-elementary ELA, are a place where a parent would want to ask the school specific questions about how students who need reading support are identified and served.
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