The reported proficiency rate for Math is 41%.
Original Research by School Decision on Glenns Ferry Elementary School
Glenns Ferry Elementary School sits in a small rural community along Interstate 84 and the Snake River in Elmore County, Idaho. The town began as an Oregon Trail ferry crossing and later became a rail hub for the Oregon Short Line Railroad. Today it retains agricultural roots in potatoes, sugar beets, melons, and hay, with a compact historic center near the old rail lines. The town has seen modest population growth recently, and publicly reported developments include a reactivated potato processing plant, a new Family Dollar, and a planned Subway. Three Island Crossing State Park, just west of town, serves as a civic anchor with its Oregon Trail History and Education Center, camping, and an annual crossing commemoration each August. No public library or transit system was identified in the available research.
The school serves prekindergarten through fifth grade and is part of Glenns Ferry Joint District. It operates as a regular public school. Neither charter nor magnet status applies. The enrollment is small, with fifth grade being the largest class. A slim majority of students qualify for free or reduced-price lunch. The student body is predominantly white, with a substantial Hispanic share and very small counts of other racial groups. Data on English learners and special education populations was not available.
On state assessments through the Idaho ISAT, the school's results come with an important caveat. Only one grade and subject, third-grade math, carried a precise proficiency rate. Every other result came back as a reported range rather than a single figure, which is common when small class sizes make exact results privacy-sensitive. Those ranges are wide. In math, fourth-grade and fifth-grade proficiency spans from the floor to a moderate level. In English language arts, the ranges across third, fourth, and fifth grades stretch from very low to moderate at the upper bound. Fifth-grade science followed the same pattern. The practical takeaway is that the state testing picture for this school is genuinely uncertain year to year, and a parent may want to look into this further with the school to understand how students are progressing beyond what the ranges can convey. The one precise data point, third-grade math, showed a modest share of students reaching proficiency.
Housing in Glenns Ferry is relatively affordable compared with state and national benchmarks. The typical home value sits well below the Idaho median and below the national figure, and values have declined modestly over the past year while the state and national benchmarks have risen. Rent data was not available for the area. The estimated monthly mortgage payment at current rates runs higher than what renting would cost by a modest margin, based on the affordability data provided, though without local rent figures this comparison leans on modeled estimates rather than observed market rents.
Information on school programs, staffing, discipline, attendance, course access, and Title I status was not available in the data provided. The district brief returned no parent-relevant changes such as referendums, curriculum shifts, or property-tax adjustments. A locale classification for the school was also not provided.
What the assembled picture suggests is a small-town elementary school in a community with deep agricultural and railroad history, modest recent commercial growth, and housing that costs less than most of the state. The academic data is thin and imprecise, largely because of small class sizes, which limits how confidently a parent can assess outcomes from state testing alone. A family considering this school would benefit from contacting the district directly to ask about classroom instruction, support services, and how the school uses its own internal assessments to track student progress.
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