The top reported proficiency rate is 47% in Math. The lowest is 23% in Science.
Original Research by School Decision on Cleveland Elementary School
Cleveland Elementary School is a regular public school serving kindergarten through fifth grade in Cedar Rapids, the economic hub of Eastern Iowa. The city’s economy is anchored by grain processing, manufacturing, and large employers such as Collins Aerospace, CRST, and Aegon, giving the area a stable industrial and commercial base. The school sits on the northwest side of the city, in a neighborhood shaped by the working‑class character of a legacy industrial town. Cleveland is part of the Cedar Rapids Community School District, which is the second‑largest public education provider in the state.
The school enrolls about the size you’d expect for a neighborhood elementary school in a mid‑sized city. Its student body is diverse, with a substantial share of white students and meaningful representation of Black, multiracial, Hispanic, Asian, and Pacific Islander students. A large majority of students qualify for free or reduced‑price meals, a signal that the school serves a lower‑income community. This economic context is worth understanding because it often correlates with resource needs that the school and district must address. Detailed figures on students with disabilities and English learners were not available in the data; a parent may want to ask the school directly about special education services and language support.
On state assessments, Cleveland’s results are below the middle of the pack when compared to other school districts in Linn County. In math, about half of students met proficiency targets, while in English language arts the share was a bit lower. Science proficiency was weaker, with roughly a quarter of tested students meeting the bar. These are all based on results from a single year, so there is no trend line to suggest whether performance is improving or declining. The school’s participation rates on these tests were high, which adds to the reliability of the results. Still, the proficiency rates place Cleveland in the bottom quartile among county districts. A parent considering the school should ask what academic supports are in place and how the school addresses gaps in foundational skills.
Because Cleveland serves only elementary grades, there is no graduation rate to report. The school is a regular public school, not a charter or magnet, and no information was provided about course offerings, extracurriculars, or staffing levels. Whether the school has programs such as art, music, or early‑intervention tutoring is something a family would need to learn from the school’s website or a visit.
The district context matters here. The Cedar Rapids Community School District has been working through a multi‑year facilities plan that opened three new elementary schools between 2022 and 2024, closing or consolidating older buildings and redrawing attendance boundaries. Cleveland is not one of the new buildings, so its physical plant may be older. The district also approved budget reductions for the 2024‑25 school year, including staff cuts and program adjustments, driven by declining enrollment and state funding that has not kept pace with inflation. These district‑wide constraints could affect class sizes and resource availability at Cleveland.
Housing in the area is moderately priced relative to the national average, and rents have risen in recent years, reflecting broader regional pressures. The neighborhood around Cleveland is likely a mix of single‑family homes and older apartment buildings, consistent with the city’s established west‑side residential areas.
Cleveland Elementary School is a neighborhood school serving a high‑poverty community in a city with a solid economic base but a district that is navigating enrollment decline and budget pressure. Its test results are on the lower side compared with other Linn County schools. Families considering Cleveland should look into the specific interventions and enrichment the school offers, and weigh the stability of its teaching staff and the quality of its facilities. It may be a good fit for families who value a close‑knit, diverse school community in a mid‑sized city and who are prepared to be proactive about academic support.
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