The top reported proficiency rate is 32% in English language arts. The lowest is 12% in Science.
Original Research by School Decision on Center Street Elementary School
Center Street Elementary School is a regular public school in New Iberia, Louisiana, serving students from pre-kindergarten through sixth grade. It sits within the Iberia Parish school system, in a city that functions as the parish seat and is known for its historic downtown along Bayou Teche, agricultural roots in sugar cane, and food-production heritage that includes Louisiana Hot Sauce and the Tabasco factory on nearby Avery Island. New Iberia’s population has been declining over recent decades, and no major new housing developments were identified in publicly available sources, giving the area a stable but shrinking residential base. Housing values in the school’s zip code are below national and state benchmarks, and rents are moderate, reflecting a relatively affordable market.
On state assessments administered through Louisiana’s LEAP 2025 program, Center Street Elementary’s students scored below the midpoint of what many families would hope to see. In English language arts, about one in three students reached the proficient level. In math, roughly one in four did. In social studies, about one in five were proficient. Science results were notably lower, with roughly one in eight students meeting the proficiency bar. These figures represent a single year of testing data, so there is no trend to compare against. The school’s participation rate on all tests was complete, meaning nearly every enrolled student sat for the exams. The low proficiency rates are a soft spot that a parent may want to discuss further with the school, particularly to understand what academic interventions or supports are in place.
The student body is economically diverse but with a large share of families facing financial strain. A substantial majority of students qualify for free or reduced-price meals. Racially and ethnically, the school is mixed: white students make up the largest group, followed by roughly equal shares of Black and Hispanic students, with a smaller proportion identifying as two or more races, and very small numbers of Asian and American Indian students. Data on students with disabilities and English learners was not available from the source, so a family with a child in either category would need to ask the school directly about specialized services.
No information was provided about after-school programs, enrichment offerings, or course access beyond the regular elementary curriculum. The school does not serve high school grades, so there is no graduation rate to report, and metrics like chronic absenteeism and staffing ratios were not present in the data. This thinness of information outside of testing and demographics means that a family evaluating Center Street should plan to visit the school or speak with the principal to fill in details about class size, arts and music, physical education, and any tutoring or intervention programs.
Center Street Elementary is a neighborhood school in a historic, slowly shrinking city with a modest housing market. Its academic results are weak across tested subjects, and the student population is economically diverse with high poverty. For families who value a small-town setting and an affordable cost of living, the school may be a viable option, but the proficiency numbers invite close inquiry into how the school addresses learning gaps and what support is available for students who are behind grade level.
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