The top reported proficiency rate is 91% in English language arts. The lowest is 90% in Science.
Original Research by School Decision on Bess Streeter Aldrich Elementary
Bess Streeter Aldrich Elementary is a regular public school in Cedar Falls, Iowa, serving students from prekindergarten through sixth grade. It is part of the Cedar Falls Community School District. The school sits in a residential part of the city, and the surrounding housing market reflects a community where home values run above the state average and have seen modest recent growth. Rents in the area also track moderately above the broader market, suggesting a stable, mid-to-upper-range cost of living for the families who live there.
Academically, the school posts results that place it among the strongest elementary schools in Black Hawk County. On the state’s ISASP assessments, proficiency rates in math, reading, and science all fall well above the midpoint for districts in the county. In fact, the school’s overall proficiency index lands in the top quarter of the county’s district-level results. That means a very high share of students meet or exceed state learning standards in tested subjects. The school participates in state testing at high rates, and the results come from the most recent available year. Only one year of data is present for trend purposes, so there is no multiple-year comparison to show whether these strong results are stable or shifting. Nonetheless, the single snapshot indicates a school where academic achievement is a clear strength.
The student body is large for an elementary school, with enrollment spread fairly evenly across grades from kindergarten through sixth grade. The prekindergarten program also enrolls a modest number of children. The demographic makeup is predominantly white, with small shares of Asian students and students of two or more races, and very small shares of Black and Hispanic students. The share of students who qualify for free or reduced-price lunch is low. That figure points to a relatively affluent student population. Data on students with disabilities and English learners was not available in the record, so a parent may want to ask the school directly about the breadth of special education services and language support.
The school does not appear to operate as a magnet or charter, and it does not have a Title I designation in the available data. No information was provided on discipline rates, chronic absenteeism, or course access, which are not typically reported at the elementary level in the same way they are for secondary schools. The district brief found no recent parent-relevant changes such as bond measures or curriculum shifts. That may reflect a period of continuity rather than any lack of activity, but the search did not turn up confirmed changes.
For a family considering this school, the academic picture is exceptionally strong. The peer environment is one of economic advantage, as reflected in the very low share of students receiving meal assistance. The school’s size gives it a full elementary program with a separate classroom for each grade, which can offer more structured instruction than a very small school. The housing market in the attendance area commands a premium over the state median, so families moving into the neighborhood should expect higher home prices and rents than in some other parts of the county. The Cedar Falls area itself has seen ongoing residential development, and the school sits in a well-established part of town.
This is a school that fits a family that places a high priority on strong standardized test outcomes and wants a conventional elementary experience within a district that has a consistent record. The lack of available data on certain student-support programs means that families with a child who needs special education or English language services may want to contact the school directly to understand what is available. Otherwise, the evidence paints a picture of a high-performing, economically homogenous school in a stable suburban setting.
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