The top reported proficiency rate is 16% in English language arts. The lowest is 4% in Math.
Original Research by School Decision on Carroll Junior High School
Carroll Junior High School serves seventh and eighth graders in Monroe, Louisiana, as a regular public school within the City of Monroe School District. It sits in a city that functions as the parish seat and economic hub of northeastern Louisiana, but one that has seen a long-term population decline from a historical high, reflecting a mature community with some contraction rather than new growth. The area’s economy is anchored by public education, healthcare, and telecommunications, with major employers including the school district itself, regional hospitals, and a legacy telecommunications firm. Housing in the surrounding zip code is moderately priced relative to national benchmarks, and the median rent is modest enough that renting is notably cheaper than a mortgage payment with a typical down payment—an important context for families considering relocation.
The student body at Carroll Junior High is nearly entirely African American, with a very small share of white students and even smaller numbers of other racial groups. A substantial majority of students qualify for free or reduced-price lunch, indicating that the school serves a high-poverty population. Data on students with individualized education programs and English learners was not available, so a parent may want to ask the school directly about special education and language support services.
Academic performance on Louisiana’s LEAP 2025 assessments is very low across all tested subjects. In English language arts, roughly one in six students scored at the proficient level or above. In math, the share was far smaller, and in science and social studies, it was similarly low. The overall proficiency index—the average across subjects—places this school in the bottom quartile relative to other districts within Ouachita Parish. Because the school has only one year of assessment data in the available records, it is not possible to see a trend over time; a parent may want to ask the school about any improvement efforts or recent changes in instruction.
Participation rates on state tests were very high, meaning the results reflect nearly all enrolled students, not a selected group. The school’s grade band—grades seven and eight—means it does not have a graduation rate to report, as those students feed into high schools elsewhere.
No information was available on the school’s course offerings, staffing ratios, discipline rates, or attendance patterns. The district brief turned up no recent major changes such as boundary shifts, program overhauls, or financial referenda, so a parent looking into the school’s stability will likely need to contact the district or the school directly for the most current picture.
Monroe itself offers a range of civic and cultural anchors—a zoo, a national wildlife refuge, several museums, a regional mall, and a university—as well as a municipally owned bus transit system with fixed routes covering most of the city. The downtown area serves as a government and civic center, but the city is spread out and auto-oriented, typical of mid-sized Southern cities. The school is located in Monroe on Renwick Street, within a city where the built environment is largely designed for driving.
For a family considering this school, the most salient facts are the very low academic proficiency rates and the concentrated poverty of the student population. A parent who prioritizes strong test scores or a peer environment with more varied academic profiles may find this a challenging fit. A parent who is looking for a neighborhood school serving a high-need community in a city with limited growth pressure and modest housing costs will see that reality clearly. The school does not appear to have magnet or charter status, and no special program offerings were documented in the available data. Given the absence of information on discipline, staffing, or course access, a parent should plan to visit the school and ask about classroom supports, enrichment opportunities, and how the school is working to raise achievement.
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