The top reported proficiency rate is 8% in Math. The lowest is 2% in Science.
Original Research by School Decision on Red River Academic Academy
Red River Academic Academy serves as the alternative school for Red River Parish, located in Coushatta, Louisiana. It serves students in grades three through six. The town of Coushatta is a small, rural parish seat on the Red River, roughly a drive south of Shreveport. Its population has been in a long-term decline, and the local economy centers on the hospital, the school district, and town government. Housing costs in the area are below state and national averages.
Academically, the school operates as an alternative setting, which means its student body is not the general population of the parish. The state testing results reflect that context. On the Louisiana LEAP 2025 assessments, proficiency rates were low across all subjects. In math, a small share of students scored proficient. In English language arts, the share was smaller. In science and social studies, virtually no students reached the proficient level. These are not the results a parent would expect from a typical elementary school; they represent the academic starting point for students who have been placed in an alternative program, often due to behavioral or academic challenges in a prior school. The district itself has publicly described a broader academic turnaround across all its schools, with new curriculum and coaching, so a parent may want to ask how that initiative has been applied at the alternative academy specifically.
The student population is small. The demographics show a student body that is predominantly Black, with a smaller share of white students. A very high proportion of students qualify for free or reduced-price lunch, indicating that the school serves a community with significant economic need. Data on students with disabilities and English learners was not reported.
The school does not serve high school grades, so there is no graduation rate. No information on course access, staffing ratios, or discipline was available. The comparison set for this school is relative to other districts in Red River Parish, but since it is the only district in the parish, no meaningful academic comparison could be made against neighbors.
For a family evaluating this school, the central fact is its alternative designation. This is not a neighborhood school; it is a placement for students who have struggled in the regular classroom setting. The academic scores are very low, which is consistent with that mission but also means that a parent whose child has not been placed in this school would not be choosing it. For a family whose child has been referred here, the priority would be understanding the school’s behavioral support structure and how it prepares students to transition back to a regular school environment. The district’s broader academic turnaround effort suggests there is attention to improvement, but the alternative academy’s specific approach to academics and behavior was not available in the data. A parent in that situation would want to speak directly with the school about how it works with students and families.
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