The top reported proficiency rate is 74% in Math. The lowest is 55% in Science.
Original Research by School Decision on Perryville Elementary School
Perryville Elementary School serves students from pre-kindergarten through fifth grade as a regular public school within Kentucky's Boyle County district. It is a small school, typical for the community it serves. Perryville itself is a very small historic town with a tightly knit downtown centered on Merchants’ Row along the Chaplin River, heavily oriented toward Civil War heritage tourism. Its population has been essentially flat in recent decades, and the town’s growth focus is historic preservation rather than new development. Housing in the area is modestly priced relative to national benchmarks, and the local economy is a mix of small-scale commercial and tourism, with many residents commuting to nearby Danville for work and services.
On state assessments for the most recent school year, Perryville Elementary students performed solidly in reading and mathematics across grades three through five, with proficiency rates that place the school’s overall academic index among the top tier relative to other districts in Boyle County. Third graders showed proficiency on the state’s English language arts and math tests at a level that suggests a strong foundation early on. Fourth and fifth graders posted similarly strong outcomes in math and ELA, with fifth graders achieving at a notably high level in both subjects. In science, tested only in fourth grade, the share of students reaching proficiency was lower than in literacy and math, a pattern not uncommon in elementary schools where science is assessed less frequently and often receives less instructional emphasis. Fifth graders’ results in social studies were moderate, with about two-thirds of students scoring proficient or above. This academic picture overall is one of a school where most students meet state learning benchmarks in core subjects, though families may want to ask how science instruction is supported, particularly if their child shows a strong interest in that area.
The student body is predominantly white, with small shares of Hispanic, Black, Asian, and multiracial students. More than half of students qualify for free or reduced-price lunch, reflecting a community with a substantial share of households of modest economic means. The school does not report its share of students receiving special education services or English learner support, so the picture of how the school serves those populations is incomplete; a parent with a child who has an individualized education plan or is learning English may want to inquire directly about available resources and staffing.
Because Perryville Elementary serves only elementary grades, there is no graduation rate or high school outcomes to consider, and data on chronic absenteeism and discipline were not available in the provided records. The school’s physical environment and staffing details also were not part of the data set, so a parent exploring this school would want to get a feel for class sizes, teacher experience, and building condition from a tour or conversation with the principal.
At the district level, Boyle County Schools have recently pursued facility upgrades and renovations across multiple schools, and a district-wide initiative has put a computing device into the hands of each student, a shift that has likely changed how instruction is delivered at the elementary level as well.
For a family considering this school, the takeaway is that Perryville Elementary provides a solid academic start in a small, historic community setting. Proficiency in reading and math is strong and compares favorably with other schools in the county. The science results are a point where a parent may want to understand the curriculum better. The student population is not highly diverse, and economic need is present but not extreme. For those who value a small-town environment, historic character, and a school that performs well on the basics, this is a viable choice. For families seeking a wider range of program offerings, a more diverse peer group, or detailed support data for special populations, further inquiry directly with the school would be necessary.
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