The top reported proficiency rate is 84% in Math. The lowest is 67% in Science.
Original Research by School Decision on Ballard East Elementary
Ballard East Elementary is a regular public school serving grades three through five in Cambridge, Iowa, a small, predominantly residential rural community in Story County that is part of the Ames metropolitan area. The school is one of the elementary buildings in the Ballard Community School District, which is headquartered in nearby Huxley, meaning most students attend schools on campuses outside of Cambridge’s downtown. The town itself has a quiet, stable character, with a single main street, a high homeownership rate, and a modest population that has been essentially flat over recent decades. Most residents commute to work in Ames or other nearby communities, and the local economy is anchored by health care, manufacturing, and retail employment.
Academically, Ballard East Elementary shows a clear pattern of strength in mathematics, with a solid proficiency rate that places it well above the midpoint of what one might expect in a typical Iowa elementary. English language arts proficiency is also strong, though somewhat lower than math, and science proficiency is moderate, sitting at a level that parents may want to inquire about further with the school, as it lags behind the other two subjects. Overall, when averaging proficiency across all tested subjects and grades, the school’s performance falls in the bottom quartile relative to the other districts in Story County. That comparison is worth noting: it means that while Ballard East is performing at a decent level in absolute terms, other districts in the county are generally posting higher proficiency rates. Because the school serves only three grade levels, there is no graduation rate, and the assessment data is from a single year, so no trend lines are available to show whether performance is improving or declining.
The student body is predominantly white, with a small share of students who are Hispanic, Black, Asian, or of two or more races. A relatively small share of students qualify for free or reduced-price lunch, which is an indicator of a generally lower level of economic disadvantage compared to many schools across the state. The school does not have reported data on the share of students with disabilities or English learners, so a parent looking for information on those programs would need to contact the school directly. The school is a regular public school, not a charter or magnet, and its Title I status was not reported, which likely means it does not receive federal Title I funding given the relatively low poverty rate.
The community context is one of stable, modest growth. Housing values in the area are above the state average, and the local market has seen a modest increase in property values in recent years. The town’s civic life centers on Water Street, where City Hall and the Cambridge City Center are located, but there is no significant walkability or street life beyond that corridor. Most families drive to work, and the average commute time is moderate. The school itself is not located within Cambridge’s downtown, as it sits on a separate campus in the district.
For a parent or resident considering this school, the academic picture is that of a solid elementary building with clear strengths in math and reading, a more moderate showing in science, and a performance profile that is competitive within the broader county context but not among the top tier. The school is a good fit for families who value a small-town setting, a stable and largely homogenous student body, and a district that is part of a larger community school system with campuses in multiple towns. The lack of certain data points, such as special education and English learner counts, means that families with children who need those services should reach out to the school for specifics. The overall environment is quiet, residential, and car-dependent, with the school serving as a central academic hub for the community’s upper elementary grades.
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