The top reported proficiency rate is 27% in English language arts. The lowest is 19% in Math.
Original Research by School Decision on Lybrook Elementary School
Lybrook Elementary School sits on Eau Claire's Main Street corridor, serving pre-kindergarten through fifth grade as part of Eau Claire Public Schools. It is a small school in a very small rural village in Berrien County, in Michigan's fruit belt where rolling hills are covered with fruit trees and grape vines. The enrollment is modest, and the student body reflects a mix of backgrounds: roughly equal shares of Hispanic and White students, a substantial Black population, and a small portion identifying as two or more races. A very large share of students qualify for free or reduced-price lunch, pointing to concentrated economic need in the community the school serves.
State assessment results from the most recent school year show proficiency rates that sit well below the median for Berrien County districts. In English language arts, roughly a quarter to a third of tested students reached proficiency in third and fourth grade, with fifth grade lower. Math proficiency was similar across third and fourth grade and dropped further in fifth. Science proficiency in fifth grade landed near the school's other results, while social studies stood out as a particular soft spot, with essentially no students reaching proficiency in that subject. A parent may want to look into this further with the school, especially the social studies result and the dip in fifth-grade math, to understand what is driving these patterns and what supports are in place. Across all tested subjects and grades, the school's overall proficiency places it in the bottom quartile relative to districts in Berrien County, where the median proficiency index is meaningfully higher.
No multi-year trend data was available, so it is not possible to say from the data whether these results are improving, declining, or stable over time. Participation rates were also missing from the assessment data. Information on English learner status and individualized education programs was not reported, so those populations could not be characterized. No graduation rate applies here, since the school does not serve high school grades. Chronic absenteeism, discipline, course access, staffing, and attendance data were not available, and no program offerings were listed.
The village of Eau Claire is car-dependent, with most residents driving alone to work and most households owning two vehicles. No walkability data or pedestrian infrastructure information was found, though the Main Street corridor does host some limited foot traffic during community events. Civic life and schools are integrated along that central street rather than spread across separate campuses. The annual Cherry Festival near the Fourth of July brings food, parades, sidewalk sales, and tournaments, and Tree-Mendus Fruit Farm is a local anchor that hosts the International Cherry Pit and Spit Competition. No public parks, library, or transit system were identified.
The local economy is small-scale. The largest employment sectors are health care and social assistance, manufacturing, and retail trade, though the total employed population is modest. No major employers were named beyond the fruit farm, and the village's own community vision statement emphasizes attracting more retailers and industrial entrepreneurs, suggesting limited commercial activity. Eau Claire is experiencing population decline, with the village shrinking modestly each year since the last census. Median property values also dipped between recent years, though the broader housing market shows the area as relatively affordable. The typical home value in the school's zip code sits below both the state and national benchmarks, and the price-to-income ratio is low. A nearby bypass project is referenced in the village's vision as a desired development milestone, with hopes of attracting lodging once it is completed, but no major new housing developments were identified.
For families considering Lybrook, the school serves a community with real economic challenges and limited local amenities. The academic results are low relative to county peers, and several data gaps exist where the school, district, or state did not report information. The setting is quiet, rural, and tightly organized around a single Main Street corridor where school and village life share the same stretch of road.
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