The top reported proficiency rate is 89% in Science. The lowest is 82% in English language arts.
Original Research by School Decision on Fellows Elementary School
Fellows Elementary School is one of the elementary schools in the Ames Community School District, serving students from kindergarten through fifth grade. It is a regular public school, not a charter or magnet, and sits in a residential area of Ames, a city whose identity is anchored by Iowa State University. The university’s presence shapes the community in deep ways: roughly half the city’s population is connected to ISU, and the campus dominates the southern part of town with student housing, dining, and nightlife. Outside the campus core, Ames spreads into quieter, more auto-oriented neighborhoods, with a traditional downtown along Main Street that holds the public library, the Octagon Center for the Arts, and City Hall. The city has a walkable core, particularly around downtown and Campustown, and maintains a network of bike trails and parks. CyRide provides public transit across the community. Major employers include the university, Mary Greeley Medical Center, and a cluster of industrial and research companies such as 3M, Danfoss, and Barilla. The area has seen steady growth and is described as having a low unemployment rate and a focus on attracting new business. Housing costs in the local market are roughly near the national median, with home values and rents that are above state averages but still within reach for many families in a university town.
Academically, Fellows Elementary posted strong results on the Iowa Statewide Assessment of Student Progress in the most recent testing year. Proficiency rates in math, reading, and science were all high, with performance across subjects falling above the midpoint when compared with other districts in Story County. The science assessment is taken only by fifth graders, and that group also performed well. Participation rates were very high, suggesting nearly all students tested. Because only a single year of data is available for this school, there is no multi-year trend to examine, but the current snapshot shows a school where the majority of students are meeting or exceeding state standards. The school does not serve grades that would produce a graduation rate, so that metric does not apply.
The student body is diverse. White students make up the largest share, with Asian, Hispanic, Black, and multiracial students each represented in smaller but notable proportions. About a quarter of students qualify for free or reduced-price lunch, a share that is below the statewide average and reflects the economic profile of the community. Data on students with individualized education plans and English learners was not reported for this school, so a parent may want to follow up with the school or district directly for specifics on special education and language support programs. No information on discipline, chronic absenteeism, or staffing ratios was available in the public data reviewed.
The Ames Community School District has recently completed a major facilities overhaul that includes a new high school, a rebuilt or remodeled set of elementary schools, and a new middle school. This means Fellows Elementary is part of a district that has invested heavily in its physical infrastructure, which can affect the daily learning environment. The school itself is in a regular public school classification, with no Title I designation reported in the data.
For a parent or resident, Fellows Elementary presents as a high-performing, well-resourced elementary school in a stable, university-anchored community. The academic results are strong, and the student body reflects the broader diversity of Ames. The community offers a mix of college-town energy, suburban quiet, and a range of employers and amenities. Families who value a school with solid test scores and a district that has invested in new facilities may find this a good fit. Those with specific questions about special education services or English learner support will need to inquire directly, as that information was not available in the public record.
See more original research from School Decision →