The top reported proficiency rate is 64% in Math. The lowest is 41% in English language arts.
Original Research by School Decision on Madison-marietta-nassau Elementary
Madison-Marietta-Nassau Elementary serves students from prekindergarten through fourth grade and is part of the Lac qui Parle Valley School District. The school is located in Madison, a small rural city that serves as the county seat of Lac qui Parle County. The surrounding area is dominated by large-scale farming operations producing corn, soybeans, wheat, and sugar beets, with significant livestock production. Madison itself is a compact community oriented around U.S. Highway 75 and Minnesota State Highway 40, and the school sits within the town. The district also includes Appleton Elementary in Appleton, while the middle school and high school are located in rural Madison, outside the city center. The city's population has been slowly declining over recent decades, and no major new housing or commercial developments were identified in publicly available sources.
The school serves a small enrollment of students from prekindergarten through fourth grade. The student body is predominantly white, with a small Hispanic population and a very small number of students identifying as two or more races. A substantial share of students qualify for free or reduced-price lunch. Because the school serves only early elementary grades, there is no graduation rate to report, and state testing data is available only for the grades that are tested, which in Minnesota begins in third grade.
On the state assessments, results are mixed. In math, a majority of third graders met proficiency, and a larger majority of fourth graders did as well. In English language arts, the picture is different: about a third of third graders met the proficiency bar, while half of fourth graders did. When combined across tested subjects and grades, the school's overall proficiency index places it in the top quartile among the two districts in Lac qui Parle County. That comparison set is small, so the top-quartile position reflects a strong showing relative to the only other district in the county. A parent may want to ask the school about the dip in third-grade reading results and what supports are in place for early literacy.
The school serves a small enrollment, with classes that are modest in size across kindergarten through fourth grade, plus a prekindergarten program. The student body is overwhelmingly white, with a small Hispanic population. Data on students with disabilities and English learners was not available in the provided records. The school is a regular public school, not a charter or magnet, and it is part of the Lac qui Parle Valley School District. No recent district-level changes or strategic initiatives were found in publicly available sources.
Housing in the area is relatively affordable compared to state and national benchmarks. Home values in the zip code are well below the Minnesota median, and the estimated monthly mortgage payment on a typical home is modest. The local economy is primarily agricultural, with large-scale farming operations in corn, soybeans, wheat, and sugar beets, plus livestock production. As the county seat, Lac qui Parle County government offices provide civic employment. The city's population has been slowly declining over recent decades, and no major new housing or commercial developments were identified in publicly available sources.
For a family considering this school, the key takeaway is a small, rural elementary school with a strong math showing in the tested grades and a weaker reading result in third grade that improves by fourth. The school serves a community that is predominantly white and economically mixed, with a notable share of families qualifying for meal assistance. The district is small, with only two elementary buildings, and the middle and high schools are located outside of town. Housing is affordable relative to the state, and the local economy is rooted in agriculture. A parent may want to ask the school about early literacy interventions, particularly for third graders, and about what programs and supports are available for the prekindergarten through second-grade years, which are not captured by state testing.
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