The top reported proficiency rate is 19% in English language arts. The lowest is 6% in Science.
Original Research by School Decision on Shady Grove Elementary School
Shady Grove Elementary School serves students from pre-kindergarten through fifth grade in Monroe, Louisiana, as part of the Ouachita Parish school system. It is a regular public school, not a charter or magnet. The school enrolls a small student body, and the vast majority of students are Black. A substantial share of students come from low-income households based on free and reduced-price meal eligibility. The school sits in a city that is the economic and governmental center of northeastern Louisiana, though Monroe has seen long-term population decline and faces challenges from natural disasters.
The academic picture from state testing is clear and concerning. On Louisiana’s LEAP 2025 assessments, the share of students scoring at the proficient level or above was modest in English language arts, lower in math, and very low in science and social studies. Only a small fraction of test-takers met the state’s proficiency bar in any subject. The school’s overall proficiency index, a composite measure across tested subjects, falls below the midpoint when compared with other districts in Ouachita Parish. These are the reported results for the single year of data available. A parent looking at these outcomes would want to understand what academic support systems the school offers for students who are not yet at grade level and how the school works to raise achievement over time. Because only one year of test data is present, there is no trend information to show whether performance is improving, holding steady, or declining.
The school has a high participation rate on state assessments, meaning nearly all enrolled students took the tests. This is a positive sign of inclusion in the accountability system. No data was reported on the percentage of students with disabilities or English learners, so a parent with a child in either of those groups would need to contact the school directly about supports. Discipline data, staffing ratios, and chronic absenteeism rates were also not available, creating a gap in understanding the school climate and student engagement.
Shady Grove Elementary is a neighborhood school in a mid-sized city where the housing market is notably affordable. Home values in the area are well below state and national benchmarks, and the median home value has declined over the past year. Rent is also relatively low compared to incomes. For families looking to enter the housing market or find lower-cost rental options, Monroe offers an accessible entry point. The city’s economy is anchored by the school board, a major telecommunications company, healthcare systems, the university, and retail. The public transit system provides fixed bus routes, but the city is car-dependent overall.
The district itself did not have any recent major changes publicly reported that meet a four-year threshold, so the governance and programming context appears stable in the near term. No information was available on what programs or enrichment offerings the school provides, such as art, music, foreign language, or before- and after-care. A parent interested in those details should ask the school directly.
For a family considering this school, the central question is whether the academic support structure matches the evident need. The proficiency data points to a student body where most children are not yet meeting grade-level benchmarks in core subjects. A parent who values strong test scores and a track record of high academic performance would likely look elsewhere in the parish. A parent who is comfortable with an elementary school that serves a high-poverty community and wants to engage actively with teachers and administration to close learning gaps may find it a viable option, particularly given the affordable housing context. The school’s size is small enough that individual attention from staff is plausible, though staffing numbers were not reported to confirm class sizes. The gap between current performance and grade-level expectations is wide, and the available data offers no evidence yet of a turnaround trajectory. This is a school where a parent would want to visit, talk to the principal about academic interventions, and observe instruction directly before making a decision.
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