The top reported proficiency rate is 18% in English language arts. The lowest is 7% in Math.
Original Research by School Decision on Rusheon Middle School
Rusheon Middle School, in Bossier City, Louisiana, serves students in sixth through eighth grade. It is a regular public school within the Bossier Parish school district. The school sits on the east side of the Red River, in a city that blends residential neighborhoods, commercial corridors, industrial zones, and a strong tourism and gaming sector tied to several riverboat casinos and Louisiana Downs. Barksdale Air Force Base is a major local employer and shapes much of the area’s identity and economy.
The student body at Rusheon is diverse and economically relatively disadvantaged. A large majority of students qualify for free or reduced-price lunch. In terms of racial and ethnic composition, the largest group is Black students, followed by Hispanic students. White students make up a much smaller share, and there are smaller populations of students who are Asian, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, or of two or more races. Data on the share of students receiving special education services or classified as English learners was not available, so a parent may want to ask the school directly about the supports in place for these groups.
Rusheon’s academic results on the Louisiana LEAP 2025 assessments are low across all four tested subjects. In English language arts, a modest share of students scored at the proficient level or above. In math, the proficient share was notably lower. In science and social studies, the percentage of students reaching proficiency was also very low. Participation rates on the assessments were nearly universal, so these results reflect essentially the entire student body. The state changed the cut scores for social studies in this testing year, which may affect comparability with prior results, but that change does not alter the current picture of performance. There is only one year of comparable assessment data available for this school, so there is no trend to examine.
Because Rusheon is a middle school and does not serve high school grades, there is no graduation rate to report, and no data on college or career readiness measures such as AP or dual enrollment participation. No information on chronic absenteeism or discipline was available. The school is not a charter school, and its magnet status and Title I status are not listed in the data.
The district is Bossier Parish, which covers the city of Bossier City and surrounding areas. A search for recent district-level changes found nothing publicly reported that parents are likely to find relevant to their daily experience, though the absence of information does not mean no changes are happening.
Housing in the area is relatively affordable when compared against national benchmarks. Home values in the zip code are below the national median and have held roughly steady. Rents are also below the national average, and the data suggests that renting is more affordable than buying with a typical mortgage at current interest rates, though this is a market snapshot and not a recommendation.
For a parent or resident trying to understand who Rusheon is for, the picture is straightforward. This is a school where the academic proficiency rates are well below what many families would hope to see, and those results apply across all subjects. A family considering Rusheon would want to investigate what academic interventions, tutoring, or enrichment programs the school offers, and how the school supports students who are performing below grade level. The school serves a high-poverty population, which often correlates with additional challenges, but also means federal and state resources targeted at such schools may be available. The broader community context includes a city with a mixed economic base, some recent investment in public infrastructure funded by casino revenue, and a sprawling, car-dependent layout. A family choosing this area should expect to need a vehicle for nearly all errands and activities. The lack of data on special education and English learner populations is a gap worth following up on with the school office, as those supports may shape a student’s daily experience.
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