The top reported proficiency rate is 50% in Math. The lowest is 41% in Science.
Original Research by School Decision on Chestnut Elementary School for Science and Engineering
Chestnut Elementary School for Science and Engineering sits on Chestnut Street in Kissimmee, serving children from pre-kindergarten through fifth grade as a regular public school within Osceola County schools. The name signals an intentional curricular identity around science and engineering, though the data provided does not include details about specific program offerings, so parents interested in what that looks like in classrooms should ask the school directly.
The student body is moderately large for an elementary school. Hispanic students make up the clear majority, with Black students representing a substantial second group and white students a smaller share. A majority of students qualify for free or reduced-price lunch, which places this school in a high-need economic category. Data on English learner enrollment and students with individualized education programs was not available in what was provided.
State assessment results from Florida's FAST and Statewide Science Assessment give the clearest picture of academic performance. In third grade, math proficiency is the strongest result the school posts across tested grades, while ELA trails math at that same grade level. By fifth grade, both math and ELA proficiency rates drop compared to third grade, and the fifth-grade science result sits in a similar range to fifth-grade ELA. Across the board, fewer than half of fifth graders tested as proficient in ELA, math, or science. Third grade math is above that threshold but still not a majority of students in the higher half. Parents who want to understand whether these patterns reflect a student population facing significant outside challenges, instructional factors, or something else will want to have a direct conversation with school leadership. Trend data was not available, so whether performance has been improving, holding steady, or declining cannot be determined from what is here.
No chronic absenteeism or discipline data was provided. Information on staffing, course access, and attendance was also absent.
The school's neighborhood context is Kissimmee, a city with distinct internal character. The historic downtown anchors around Broadway and Lake Tohopekaliga, where walkable streets, independent restaurants, murals, and civic institutions like the Osceola County Courthouse and a SunRail commuter station give that part of the city a genuine street life. A lakefront park with trails, a marina, and fishing access rounds out everyday amenities in that corridor. The western part of the city, near the tourism corridor and Disney, is car-dependent, shaped by short-term rental housing and employment tied to theme parks. Kissimmee overall is in a growth phase, with new master-planned residential communities expanding outward, new commercial development near SunRail stations, and a downtown streetscape redesign publicly reported as in the planning stages.
On housing, home values in the zip code are below the Florida state median and below the national median, and values have declined year over year. Rents are roughly flat. The estimated monthly cost of ownership runs close to the prevailing rent, making the rent-versus-buy calculation relatively tight here. The rent-to-income ratio is on the higher side nationally, a reflection of the affordability pressure common across Central Florida.
The comparison framework for this school relative to other districts in Osceola County could not be applied because the county has only one district, leaving no meaningful peer set for comparison. District-level strategic priorities or recent changes were not surfaced in research before that search concluded, so that context is absent here rather than guessed at.
For a family weighing this school, the science and engineering identity is the clearest draw, though the academic performance data suggests the school faces real challenges in getting a majority of students to grade-level proficiency by the upper elementary years. A parent enrolling a child here would be wise to ask how the school's STEM focus is structured across grade levels and what supports exist for students who are not yet meeting proficiency benchmarks.
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