The top reported proficiency rate is 61% in Math. The lowest is 45% in English language arts.
Original Research by School Decision on Dr. William A. Chapman Elementary School
Dr. William A. Chapman Elementary sits on the southwest edge of Homestead, a fast-growing city at the southern tip of Miami-Dade County where agricultural land, master-planned subdivisions, and a revitalized historic downtown coexist. The school serves pre-kindergarten through fifth grade and is part of Miami-Dade County Public Schools, one of the largest urban districts in the country.
The student body reflects the surrounding neighborhood closely. The school draws roughly about equal shares of Black and Hispanic students, with very small shares of other backgrounds. A substantial majority of students qualify for free or reduced-price lunch, making this a high-need campus by that measure. Data on English learners and students with individualized education programs was not available, so a parent with questions about those services should ask the school directly.
On Florida's FAST assessments, the picture is mixed across grades and subjects. In math, fourth graders performed meaningfully better than third and fifth graders, with fourth-grade results sitting above the majority mark statewide. Third and fifth grade math results were closer to the middle of the distribution. Reading and ELA scores were more consistently below the majority-proficient mark across all three tested grades, with third grade ELA the lowest point reported. Fifth-grade science results fell below half of students reaching proficiency. Trend data across prior years was not available, so it is not possible to say whether these results are improving, holding steady, or declining. A parent may want to ask school staff directly about what instructional supports are in place and how the school is addressing gaps, particularly in literacy.
The comparison framework for this school was limited by the small number of districts in Miami-Dade County's comparison set, so a formal positioning relative to neighboring districts was not computed. The data presented here comes directly from Florida's state reporting.
Chapman is a regular public, non-charter school. No magnet designation or specialized program data was provided, and the programs field in the data was empty, so specialty offerings, enrichment tracks, or after-school programs are a gap a parent would need to explore with the school or district.
The broader Miami-Dade district context matters here. Publicly reported information notes that the district is experiencing sustained enrollment decline and, as of spring 2026, was considering closing or consolidating up to nine schools, with proposed changes to grade configurations at several campuses. Families considering this area should be aware that school assignments and grade structures could shift before or after a move. The district also passed a property-tax referendum in 2022 that added to homeowner costs through 2027 to fund teacher pay and school safety staffing.
On housing, the zip code around Chapman reflects a market that has seen prices moderate slightly year over year, though values remain well above the Florida state median and carry a high price-to-income ratio by national standards. Rents have edged up modestly over the same period. Homestead more broadly is in active growth mode, with new townhomes and single-family communities going up along its outer edges, and builders like Lennar and D.R. Horton active in the area. The city runs a trolley connecting schools, shopping, hospitals, and regional transit, and the South Dade TransitWay offers bus rapid transit north toward Miami for commuters.
Homestead itself has a dual character: a historic eleven-block downtown with a public library, an entertainment complex, civic plaza, and community events, and a much larger car-oriented suburban ring where most residents actually live. The school's address places it in that outer ring, away from the downtown cluster.
Academic performance at Chapman is an area where the data points to real gaps, particularly in ELA, and a parent interested in this school would benefit from a direct conversation with the principal about instructional approaches, reading intervention programs, and how outcomes have moved over the past few years.
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