The top reported proficiency rate is 23% in English language arts. The lowest is 9% in Science.
Original Research by School Decision on Minnie Ruffin Elementary School
Minnie Ruffin Elementary School serves students from pre-kindergarten through sixth grade in Monroe, Louisiana, as part of the City of Monroe School District. It is a regular public school, not a charter or magnet school. The school enrolls a student body that is predominantly Black, and a large majority of students qualify for free or reduced-price lunch, indicating a community with significant economic need.
The school is situated in a city that serves as the economic and cultural anchor of northeastern Louisiana. Monroe is a mid-sized, mature city with a population that has seen a long-term decline. The local economy is built around education, healthcare, and telecommunications, with the Ouachita Parish School Board and Monroe City Schools being two of the top employers. Housing values in the area are relatively low, and the city faces challenges such as a history of natural disasters, including major floods and a tornado. The housing market trends in the immediate area around the school have seen a decline in value recently.
On state assessments, Minnie Ruffin Elementary shows proficiency rates that are below the midpoint when compared to other districts in Ouachita Parish. Across the subjects tested in grades three through eight, the share of students scoring at the proficient level or above is modest. The highest proficiency rate is in English language arts, followed by math, then social studies, with science showing the lowest rate. Participation in the state testing program was complete, meaning all enrolled students were tested. Because only a single year of data was available, there is no trend information to indicate whether performance is improving or declining.
As a school serving only elementary and middle grades, Minnie Ruffin does not have a graduation rate or the advanced course offerings, such as Advanced Placement or dual-credit programs, that are typical at the high school level. Data on special education and English learner populations were not available, and information on school discipline, course access, and staffing was also absent from the records. A parent interested in these details would want to seek them directly from the school.
The district itself, the City of Monroe School District, did not yield any recent major changes—such as boundary adjustments, curriculum overhauls, or facility investments—that would be considered lasting and parent-relevant for this narrative.
For a family considering this school, the picture is straightforward. Minnie Ruffin Elementary is a neighborhood school serving a high-poverty population in a city with a contracting population and an affordable housing market. The academic results, based on one year of state testing, show that the school's students are performing at a level that places it below many of its peers in the parish, especially in science and social studies. A parent might want to have a detailed conversation with the school about instructional supports, intervention programs, and how the school is working to raise achievement across all subject areas. The school's size and grade configuration make it likely a familiar place where students move through several years, which can create stability. Without information on special programs, after-school options, or school climate, the academic data is the main measurable anchor for a decision.
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