The top reported proficiency rate is 74% in Social studies. The lowest is 10% in Math.
Original Research by School Decision on Sue Reynolds Elementary School
Sue Reynolds Elementary School serves pre-K through fifth grade in Augusta, a mixed-use city in Richmond County that has been growing, particularly through downtown and residential development. The school sits on Wrightsboro Road in a community where a majority of families qualify for free or reduced-price lunch, reflecting the broader economic backdrop of the area.
The school's academic performance, as measured by Georgia's state assessments, is very weak across all tested subjects. In third-grade math and English language arts, proficiency rates are in the single digits. Fourth-grade math and ELA show similarly low results. Fifth-grade ELA performance is higher but still well below proficiency norms; fifth-grade math and science remain in the single-digit to low double-digit range. A single historical snapshot from social studies in earlier years showed higher proficiency, but recent core academic results present a clear picture: very few students are meeting state standards in math, reading, or science. When compared against other districts in Richmond County, Sue Reynolds' overall proficiency index places it in the bottom quartile of county schools.
The student body reflects Augusta's demographics. The enrollment is small for an elementary school. The vast majority of students are Black; smaller populations of students identify as Hispanic, Native Hawaiian or Pacific Islander, Asian, multiracial, or white. Roughly four in five students qualify for free or reduced-price lunch, indicating substantial economic need. Data on special education enrollment and English learner status were not available.
The Richmond County School System is undergoing significant structural change. A recently adopted Long-Range Facilities Master Plan, effective starting in the 2026-27 school year, will consolidate and close schools and redraw attendance zones. Some elementary schools in the district are being closed; others are being repurposed or rebuilt. These changes mean families should check with the district directly about Sue Reynolds' placement in the new feeder patterns and whether it will remain open under the new plan. The district is also funding substantial new construction through voter-approved sales tax, which will bring new buildings to some schools, though which schools those will be is part of the transition. The district chose to keep a traditional school calendar rather than shift to year-round schooling, preserving a standard summer break for families.
Augusta itself is a city of mixed character and growth. Downtown has pedestrian-friendly streetscapes, restaurants, murals, and civic anchors like the Riverwalk and Broad Street corridor, where a current improvement project is adding bike lanes and public spaces. The medical district, anchored by Augusta University and Wellstar MCG Health, is a major employer. So are Fort Eisenhower and manufacturing firms. Most residential neighborhoods outside downtown are car-oriented. Housing in the area is among Georgia's most affordable, with home values and rents modest compared to state and national benchmarks; rents have grown faster than elsewhere in Georgia. Downtown and surrounding neighborhoods are seeing active multifamily development, with workforce housing and affordable housing initiatives also underway.
For a family considering Sue Reynolds, the primary concern is the very low academic performance across core subjects. This is a school where the vast majority of third through fifth graders are not meeting grade-level proficiency, even as measured against state benchmarks. The economic need is high and concentrated. Before enrolling, a parent may want to look into this further with the school and district, including whether the school's specific instructional programs, staffing, or supports address these performance gaps, and what the district's expectations are for the school under the new facilities plan. The demographic context and economic circumstances are realities; the academic results are what they are.
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