The top reported proficiency rate is 49% in Math. The lowest is 35% in English language arts.
Original Research by School Decision on Gregory Drive Elementary School
Gregory Drive Elementary sits in the 32210 zip code on Jacksonville's westside, a part of the city that sits well outside the downtown revitalization corridor and the upscale suburban clusters of Southside and Deerwood. Jacksonville is a sprawling, largely car-dependent city, and this school's neighborhood reflects that pattern: residential and modest, removed from the walkable pockets of Riverside or San Marco, and closer in character to the city's working-class residential fabric than to its growth-story districts.
The school serves kindergarten through fifth grade as a regular public school within Duval County Public Schools. Enrollment puts it at a mid-to-large size for an elementary school at this grade band. A substantial majority of students qualify for free or reduced-price lunch, pointing to a community with meaningful economic pressure. The student body is predominantly Black, with Hispanic and white students each representing a smaller but present share, and a modest multiracial population. Data on English learners and students with IEPs was not available in what was provided.
State assessment results come from Florida's FAST exams and the fifth-grade Statewide Science Assessment. In math, third graders show the strongest results of the three tested grades, with roughly three in five scoring proficient. Fourth and fifth grade math results are lower, with fewer than half of students reaching proficiency. ELA results are weaker across the board. Third grade ELA proficiency sits at roughly a third of students, fourth grade climbs modestly, and fifth grade is similar to third. Science proficiency at fifth grade falls in the mid-forties. These figures are below what most parents would consider strong performance, and they sit in a range that warrants a direct conversation with the school about what academic support systems are in place, how reading intervention is structured in the early grades, and what the school's own trajectory looks like. Multi-year trend data was not available, so it is not possible from this data alone to say whether results are improving, holding, or declining.
No program information was provided for Gregory Drive. Whether the school offers enrichment programming, after-school support, or any specialty curriculum is not captured in the data, and a parent would want to ask the school directly.
The housing market around the school reflects Jacksonville's westside affordability relative to the broader metro. Home values in the zip code are well below both the Florida statewide median and the national median, and they have edged down slightly over the past year. Rents are modest by Jacksonville standards, though they have ticked up slightly. For families seeking to buy or rent near the school, the area is among the more accessible parts of the Jacksonville market, and the city overall was publicly reported as one of the National Association of Realtors' housing hot spots for migration meeting affordability.
Jacksonville's broader growth story, with major downtown investment, a projected population surge well above national averages, and large employer anchors in health care, logistics, and financial services, gives the metro real economic momentum. That momentum is concentrated downtown and in certain suburban corridors, and it has not yet translated in a visible way into the westside neighborhoods around Gregory Drive, at least not based on what this data captures.
District-level strategic priorities for Duval County Public Schools were searched but no confirmed recent changes or initiatives were found before the research budget was exhausted, so that context is absent here rather than guessed at.
For a family whose child would attend Gregory Drive, the core questions center on academic support. The proficiency picture, particularly in ELA, is one that parents should probe with the school, asking specifically how struggling readers are identified and what interventions follow. The school serves a community with real economic need, and what the data cannot show is how effectively the school's staff works within those conditions.
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