The top reported proficiency rate is 18% in English language arts. The lowest is 13% in Social studies.
Original Research by School Decision on Labelle Aire Elementary School
LaBelle Aire Elementary School sits within the East Baton Rouge Parish school system, serving students from pre-kindergarten through fifth grade. The school is located in Baton Rouge, Louisiana’s capital city, a consolidated city-parish that blends state government, Louisiana State University, Southern University, petrochemical industry, and a distinctive food and culture scene rooted in Cajun and Creole traditions. Baton Rouge is largely car-dependent, with walkable pockets near downtown and the LSU campus, and the broader parish has seen suburban growth in its southern and eastern parts while the city’s overall population has been relatively stable.
The school enrolls a substantial number of students for an elementary school serving this grade band. The student body is diverse, with Black students making up the largest share, followed by a sizable Hispanic population, and very small numbers of Asian, white, or multiracial students. A majority of students qualify for free or reduced-price lunch, which places the school in a higher-need context.
State testing results on the LEAP 2025 assessments, which cover grades three through five, show that proficiency rates fell in a lower range across all four tested subjects. In English language arts, about one in six students scored at the proficient level or above. Math and science were similar, with slightly fewer students reaching proficiency. Social studies had the lowest share of students scoring proficient. These results place the school’s overall proficiency index below the midpoint relative to other districts across East Baton Rouge Parish. Participation rates on the tests were high across all subjects, meaning nearly every enrolled student took the assessments. Because this is the only year of available data for these specific test versions, there is no trend to show whether performance has been improving or declining.
The school does not serve high school grades, so there is no graduation rate to report. Data on special populations such as students with disabilities and English learners was not available, so it is unclear what share of the student body receives those services. Discipline data, attendance figures, and staffing information were also absent from the public record, which means a parent considering the school would want to ask the school directly about class sizes, chronic absenteeism, and support structures for students who may need extra help.
LaBelle Aire is a regular public school, not a charter or magnet. Its status regarding Title I funding, which directs federal money to schools with high shares of low-income students, was not provided in the data. The housing market in the school’s zip code shows home values that are somewhat above the statewide average but below the national figure, and rents have been rising. This puts the school in a moderately priced part of Baton Rouge’s housing stock.
No specific district-level changes—such as curriculum shifts, boundary adjustments, or referendums—were surfaced in the research, so it is not possible to say whether any recent policy decisions are affecting LaBelle Aire directly.
For a family evaluating this school, the picture is straightforward. The school serves a diverse, economically mixed student body and has a clear area of concern in its state test performance, which falls below the midpoint of parish districts. A parent may want to look into this further with the school to understand what academic interventions, enrichment programs, or tutoring are in place. The setting is a mid-sized elementary school in a large, auto-oriented city with strong university and state government anchors. The absence of certain data points around discipline, staffing, and special populations means a thorough in-person visit and conversation with the principal would be especially useful.
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