The top reported proficiency rate is 77% in Math. The lowest is 62% in English language arts.
Original Research by School Decision on Blakesburg Elementary
Blakesburg Elementary serves students from pre-kindergarten through sixth grade in the small, primarily residential rural community of Blakesburg, Iowa. It is one of the school buildings within the Eddyville–Blakesburg–Fremont Community School District, a consolidated district that sends older students to a junior/senior high school in neighboring Eddyville. For a family considering this school, what matters most is the kind of elementary experience a very small, place-based school provides, the academic outcomes it delivers, and the steady, low-change context of the town itself.
The school’s academic picture comes from Iowa’s ISASP state assessments, which cover grades three through six in math and English language arts, and science at certain grade levels. In the most recent testing year, math proficiency among students was strong, with a large majority of test-takers meeting or exceeding the state’s benchmark. English language arts performance was lower, with a smaller share reaching proficiency. Science results, based on a smaller group of students, fell between the two. Taken together, the school’s overall proficiency index across tested subjects landed below the midpoint when compared with other districts in Wapello County. That is a straightforward fact: the school is not at the top of the county, but math performance stands out as an area of relative strength. A parent may want to discuss with the school how ELA instruction is structured and what supports are available for students who need additional help in reading and writing.
The student body is very small and overwhelmingly homogenous in racial background. Most students are white, with a very small number of Black, Hispanic, or multiracial students. About a third of students qualify for free or reduced-price meals, a share that reflects a modest-income community. Data on students with individualized education plans or English learner status was not reported, so a parent with a child who has special education needs or is learning English should ask the school directly about available services. The small enrollment—roughly school-of-a-hundred size for a PK–6 building—means that children will know their classmates and teachers well, and class sizes are naturally small. That kind of intimacy can be a real asset for families who want a close-knit, low-distraction environment.
Blakesburg itself is a tiny incorporated town with a population that has been essentially flat for years. Most residents own their homes, and the housing stock is modest by national standards, with typical values somewhat below the national benchmark. The town has a compact street grid centered on Main and State streets, where you will find the city office, a community museum in the former post office, and the elementary school itself. There is no public transit. Employment within Blakesburg is extremely limited; most working residents commute to Ottumwa or other nearby towns. The district was formed by an earlier merger of the Eddyville–Blakesburg and Fremont districts, and no recent major changes—such as boundary shifts, program additions, or new leadership—were found in public sources. The community is stable and slow-moving, which may appeal to families seeking predictability.
A few practical notes: No high school exists within Blakesburg; students head to Eddyville for grades seven through twelve, so families with older children will need to factor in that drive. The school’s building appears to be within walking distance for residents of the town itself, but rural families likely drive. There was no information on after-school programs, arts offerings, or specialized academic tracks at the elementary level, so a family with particular interests—say, music or gifted services—should inquire with the district office.
Blakesburg Elementary offers a clear profile: a very small, rural elementary school with solid math outcomes, a more modest showing in reading, a homogeneous and low-income student body, and a surrounding community that prizes stability over growth. It is best suited for a family that values a close community school, is comfortable with limited program breadth, and wants elementary grades in a setting where every adult knows every child.
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