The top reported proficiency rate is 59% in English language arts. The lowest is 35% in Science.
Original Research by School Decision on J.b. Nachman Elementary School
J.B. Nachman Elementary School serves students from prekindergarten through fifth grade in Alexandria, Louisiana, as part of the Rapides Parish school district. It is a regular public school with an enrollment that is diverse in its composition. The student body is roughly evenly split between white students and Black students, with smaller shares of students who are Hispanic, Asian, or of two or more races. A substantial share of students qualify for free or reduced-price lunch, which families may want to discuss with the school regarding any available support programs. The school draws from the broader context of Alexandria, a mid-sized regional hub city in central Louisiana that serves as a center for healthcare, retail, and government for a multi-parish area. The city’s economy is anchored by hospitals, manufacturing, and government employment rather than a single industry, and its population has seen modest decline in recent years.
Academically, the school’s performance on Louisiana’s LEAP 2025 assessments presents a mixed picture that centers on English language arts as a relative strength. On the most recent state assessments, a clear majority of students scored at the proficient level or above in English language arts. In math, the share of students reaching that same benchmark was lower, and in social studies it was roughly in the same range as math. Science was the subject where the smallest share of students demonstrated proficiency. These results come from a single year of data tested across the grades three through five, so there is no prior year to compare for a trend. The school had full participation in testing, which means the results reflect the experience of nearly all enrolled students in the tested grades.
For families weighing these scores, the pattern is worth considering directly. The school’s performance in English language arts is notably stronger than in the other subjects, and a parent may want to ask how the school addresses math and science instruction to understand the support available in those areas. The school serves only elementary grades, so there is no high school graduation rate or advanced coursework like AP to consider here. Course access and staffing data were not available in the materials provided, and information on special education and English learner populations was missing as well. A parent looking for those details would need to reach out to the school directly.
The school environment and access data were limited. The school is not a charter school, and its magnet and Title I status were not reported in the available information. No discipline, attendance, or chronic absenteeism data was present. This leaves some important dimensions of school climate unaddressed in this profile. A parent may want to inquire about behavioral expectations, safety, and daily attendance patterns from the school or from other families in the area.
In the context of Rapides Parish, the data only allowed for comparison of proficiency among the district’s schools, but the county had only one district entity in the comparison set, so no meaningful relative positioning could be drawn. J.B. Nachman Elementary stands alone in this data as a school whose academic profile is defined by a stronger showing in reading and writing than in math and science, serving a diverse elementary population within Alexandria’s modestly shrinking, regionally anchored economy. The school’s enrollment is large for an elementary campus, and the grade span means families will need to look ahead to the middle school assigned to this attendance zone when considering the full arc of a child’s education. For a parent considering this school, the central question is whether the school’s academic pattern in English language arts aligns with their priorities and whether they feel the math and science outcomes are being addressed in ways that meet their child’s needs.
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