The top reported proficiency rate is 74% in Math. The lowest is 53% in Science.
Original Research by School Decision on Fremont Elementary
Fremont Elementary serves students from preschool through sixth grade as part of the Eddyville–Blakesburg–Fremont Community School District, a consolidated district that links several small communities in southeastern Iowa. The school sits in Fremont, a rural town with a modest residential core and a commercial presence that historically clustered around Main Street. Manufacturing, health care, and social assistance are the largest employment sectors for residents, and many commute to work. The town’s population is small, and housing values have seen steady growth in recent years, though no major development projects have been publicly reported.
The school itself enrolls a modest number of students across the elementary and middle grades. The student body is predominantly white, with a smaller share of Hispanic students and very few students identifying as two or more races. About a third of students qualify for free or reduced-price lunch, a measure that gives a sense of the economic diversity in the building. Data on special education and English learner populations was not available, so a parent may want to ask the school directly about these supports.
On the Iowa Statewide Assessment of Student Progress, Fremont Elementary’s all-student results show math proficiency at a level most would consider solid, with more than seven in ten students meeting or exceeding the bar. English language arts and science proficiency rates are lower, each hovering near the halfway mark. Because only one year of test data was available, there is no trend to examine; these results represent a single snapshot. Participation rates on the tests were high, which adds confidence to the picture.
When placed alongside other districts in Mahaska County, Fremont Elementary’s overall proficiency across tested subjects falls below the midpoint of the small cohort. The comparison set is limited, so this positioning should be read as one data point rather than a definitive ranking. No graduation rate is reported because the school does not serve high school grades, and chronic absenteeism data was not available.
The school is a regular public school, not a charter or magnet. No information was provided about course access, staffing ratios, or discipline rates. The district brief turned up no recent changes—such as boundary adjustments, program launches, or leadership transitions—that would be immediately relevant to a family considering the school.
For a family looking at Fremont Elementary, the picture is one of a small, rural elementary school with a straightforward academic program and a student population that is largely homogeneous. Math performance is a clear relative strength; literacy and science scores leave more room for growth. The town of Fremont offers a quiet, car-dependent setting with limited street life and few public anchors beyond the city government and the school district itself. Homeownership rates are high, and housing costs are below state and national benchmarks, which may appeal to families seeking affordability. The consolidated district means that students from Fremont move on to upper grades in other towns within the district, so a parent will want to understand the full pathway through middle and high school.
Without data on program offerings, staffing, or discipline, a family with specific concerns—such as advanced learning opportunities, special education services, or school climate—would need to follow up directly with the school or district. The available evidence points to a serviceable, unremarkable elementary school in a rural setting, best suited for those who value a small, familiar environment and are comfortable with the commute patterns and limited amenities of a small Iowa town.
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