The top reported proficiency rate is 38% in English language arts. The lowest is 13% in Social studies.
Original Research by School Decision on Thomas Elementary School
Thomas Elementary School serves students from pre-kindergarten through fifth grade in Franklinton, the parish seat of Washington Parish, Louisiana. It is a regular public school within the Washington Parish district. The student body is predominantly white, with a smaller share of Black students and a very small number of Hispanic or multiracial children. More than a third of students qualify for free or reduced-price lunch, a share that families may want to consider in context with the school’s offerings.
The school sits in a small rural town with a traditional courthouse-square center. Franklinton’s economy is built around parish agriculture and forestry, and a notable share of residents commute south to St. Tammany Parish for work. The town’s population has been relatively flat to slightly declining in recent decades, and no major new housing developments were identified. Housing values in the area are below both state and national benchmarks. The town’s civic anchors include the historic courthouse square, the Bogue Chitto River along the town’s western edge, Bogue Chitto State Park nearby, and the Washington Parish Free Fair grounds. The district itself has not recently reported major parent-relevant changes, so families looking for new programs or structural shifts may want to inquire directly with the school or district office.
On state assessments administered through Louisiana’s LEAP 2025 program, Thomas Elementary’s proficiency rates were modest. In English language arts, the share of students scoring at or above proficiency was in the mid-range, while math proficiency fell somewhat lower. Science and social studies proficiency rates were notably lower. The school’s overall proficiency index across tested subjects sits above the midpoint when compared with the other district in Washington Parish. This comparison set is small, so the position reflects a narrow field. The school has only a single year of assessment data available in the current format, so no trend direction can be established.
The student enrollment runs from pre-kindergarten through fifth grade with a typical size for an elementary school serving that grade band. Because the school does not serve high school grades, there is no graduation rate to report. Information on student support populations, such as the share of students with individualized education programs or English learner status, was not available in the data provided. Families with children who receive special education services or who are learning English may want to ask the school directly about how those programs are staffed and structured.
The school environment data, including discipline rates, attendance patterns, and staffing ratios, was not available. This means a parent cannot currently gauge school climate or teacher workload from the reported metrics. The absence of chronic absenteeism data or course access information is another gap that would likely be relevant for families, especially those considering how well the school supports consistent attendance and enrichment.
In sum, Thomas Elementary is a neighborhood school serving a small, rural community. Academic proficiency across tested subjects falls below what many families might hope to see, particularly in science and social studies. The school’s relative standing within Washington Parish is toward the upper end of a two-district field, which provides limited comparison. Families relocating to the area or considering this school will want to visit, speak with staff, and ask about academic support structures, enrichment opportunities, and the school’s approach to instruction in the tested subjects where proficiency is lower. The lack of data on staffing, discipline, and student support populations means some important questions will need to be answered through direct conversation with the school.
See more original research from School Decision →