The top reported proficiency rate is 24% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Michael E Baum Elem School
Michael E Baum Elementary School serves children from kindergarten through sixth grade in Decatur, a mid-sized central Illinois city anchored by Archer Daniels Midland (ADM) and other commodity processing. The school enrolls a diverse student body and sits on a distributed neighborhood campus rather than in or near downtown. Its enrollment is small to moderate for its grade span, with roughly equal cohorts across the primary grades and a tapering effect at upper elementary.
The academic picture shows substantial headwinds. State test results from the most recent year reveal proficiency rates that are low across subjects and grades. In mathematics, third-grade proficiency stands at the low end, fourth-grade remains below a quarter of students, and by fifth grade proficiency drops sharply to single digits. Sixth-grade math proficiency also stays very low. English language arts follows a similar pattern: third-grade scores just above tenth percentile, fourth-grade in the low twenties, and fifth-grade around a fifth of students. Sixth-grade ELA performs somewhat better, but still modestly. Science proficiency in fifth grade, the only grade where science testing occurs at this school, is similarly low. A parent may want to look into further what supports or interventions the school is providing and what the district's broader instructional strategy entails.
Within the comparison fact-set of districts across Macon County, Baum's overall proficiency index places it in the bottom quartile among the county's tested schools, well below the county median. Chronically low test performance across multiple grades and subjects is the defining academic characteristic of this school.
The student composition reflects Decatur's diversity. The school is roughly split between Black students (about a third to two-fifths), White students (roughly a third to a half), and students identifying as two or more races (about a fifth). A small number of students identify as Hispanic, Asian, or Native American. Specific data on students eligible for free or reduced-price lunch, English learners, or students with IEPs was not available, so the extent of poverty concentration or language or special-education need cannot be determined from the provided information.
Decatur Public Schools is undergoing significant structural change. In the 2024-25 school year, the district implemented a strict bell-to-bell ban on phones, earbuds, smart watches, and tablets for all students, stored in lockers during the entire school day. Additionally, beginning in October 2024, the district launched Roadmap2030, a comprehensive strategic planning and master facilities initiative that will analyze the condition of all school buildings and whether their current use aligns with enrollment projections. This multi-year effort will inform which buildings remain open and how programs are organized, so it represents a meaningful uncertainty for families considering the district's direction.
The neighborhood where Baum is located benefits from Decatur's waterfront (Lake Decatur and its parks), the downtown historic district's walkable core on Merchant Street, Millikin University and its cultural venues, and a network of civic anchors including Scovill Zoo, Rock Springs Nature Center, and the Decatur Public Transit System. Decatur's population is gradually declining, though the city is pursuing downtown revitalization and is building new mixed-income housing at the Village at Legacy. The cost of housing in the area is moderate relative to national benchmarks, and the local economy is stable, anchored by major employers in agricultural processing, manufacturing, and public institutions.
For a family considering Baum, the school's primary strength is its neighborhood accessibility and the city's intact civic infrastructure. The academic profile, however, presents a clear and persistent challenge. The combination of very low test performance across grades and the district's ongoing strategic facility restructuring suggests that parents should engage directly with the school and district about instructional plans, building stability, and what sustained improvement efforts look like before enrolling.
See more original research from School Decision →