The top reported proficiency rate is 60% in Math. The lowest is 46% in Science.
Original Research by School Decision on Wilson Elementary School
Wilson Elementary School is a regular public school in Davenport, Iowa, serving kindergarten through sixth grade as part of the Davenport Community School District. It sits in a residential neighborhood on the north side of the city, a mid-sized Mississippi River town that was once a powerhouse of locomotive, meatpacking, and heavy manufacturing but has seen those industries depart and its population hold flat for decades. The school’s own enrollment is large for an elementary building, drawing from surrounding homes in a part of the city where most streets follow the old grid pattern and the riverfront is more of a weekend destination than a daily presence.
On the 2024-25 Iowa Statewide Assessment of Student Progress, a majority of students met proficiency in mathematics, while English language arts proficiency stood just above half. Science proficiency was lower, sitting below half. Because this is the only year of data available, there is no trend to compare against—whether performance is stable, improving, or declining is not yet knowable from the state’s reported results. At the elementary level there is no graduation rate, and no chronic absenteeism or discipline data were reported in the source materials, so a parent would need to ask the school directly about attendance patterns and school climate.
The student body is diverse. About half of students are white, with substantial shares of Black students, Hispanic students, and students identifying as two or more races. Asian and American Indian populations are very small. A significant majority of students qualify for free or reduced-price lunch, indicating that the school serves a community where economic need is common. The proportion of English learners and students with individualized education plans was not reported in the available data.
Homes in the school’s immediate area are priced moderately relative to national averages—well below benchmark figures for the country and for the state. Rent is also below typical levels, and the gap between renting and buying is narrow. The local economy draws on remaining manufacturing, regional healthcare systems, two universities, and county government, but employment growth has been modest. Mortgage rates in mid-2026 hovered around the national average.
When compared with other schools in Scott County, Wilson’s overall proficiency—a composite measure across the tested subjects—falls below the midpoint of the county’s districts. The comparison set includes six districts, and Wilson’s proficiency index is lower than the median but not the lowest in the county. A parent may want to explore how the school’s performance has moved in prior years if the state eventually provides trend data, and to ask about the specific instructional supports in place for the subjects where proficiency is weaker.
The school itself appears to be a straightforward neighborhood elementary with no special magnet or charter status. The district has not publicly reported any major recent changes—no referendum, curriculum overhaul, or boundary shift was found in the records searched. Wilson’s website was not individually scraped for this profile, so information on after-school programs, specialty teachers, or parent involvement would need to come directly from the school.
For a family living in north Davenport, Wilson is the local public option: a large, diverse, predominantly lower-income elementary that delivers math proficiency at a solid rate and reading just above the halfway mark, but where science performance and the absence of multi-year data mean the full picture is still incomplete. The city itself offers riverfront parks, summer festivals, and a slower pace of growth, but the school is the one that will shape the daily routine, and those details are best gathered by visiting, talking to current parents, and asking the principal directly.
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