The reported proficiency rate for Math is 17%.
Original Research by School Decision on Chadwick Elementary
Chadwick Elementary sits in the unincorporated rural community of Chadwick, Missouri, in the Ozark hills of eastern Christian County. The community has no downtown, no public transit, and no described commercial core; its civic anchors are a post office and the nearby Chadwick Motorcycle and ATV Use Area in the Mark Twain National Forest. The school serves as a central institution in a place where the school district is likely the largest local employer. The community is part of the Springfield metropolitan statistical area, and most residents who work outside the home likely commute to larger towns such as Ozark or Springfield.
This is a small regular public school serving prekindergarten through sixth grade, with an enrollment that is small and predominantly white. A substantial share of students qualify for free or reduced-price lunch. The school is part of the Chadwick R-I district, which also operates a high school.
State testing data is available for some grades and subjects, but the picture is incomplete. In mathematics, results for third and fourth grade were reported, and the proficiency rate for both grades was below the midpoint among its peers. For fifth and sixth grade math, as well as for English language arts (ELA) in all tested grades and for fifth grade science, results were suppressed, typically because the tested group was too small to report publicly. The available overall proficiency index, which averages reported rates across subjects and grades, fell in the bottom quartile relative to districts in Christian County. A parent may want to discuss directly with the school how the students whose scores are suppressed are performing and what supports are in place.
Because the school serves only elementary grades, there is no graduation rate to report, and the available data does not include chronic absenteeism rates. Information on special education and English learner populations, discipline, staffing, attendance, and course access was also not available in the data provided. This level of missing data is not unusual for a school of this size; small cohorts mean many measures are suppressed for privacy reasons.
The district brief found no recent parent-relevant changes to report, such as bond issues, tax levies, curriculum adjustments, or schedule changes. This is not a sign of inactivity but rather a reflection of the limited public record for a very small rural district.
Chadwick Elementary fits a family seeking a small, rural public school in a tight-knit, unincorporated community where the school is a hub. The academic picture is one where state test results are limited and where the available scores point to challenges in mathematics. The school's size means families will likely have close, direct relationships with teachers and staff. For a family weighing this school, the immediate next steps would be to visit, talk with the principal about academic intervention and enrichment, and ask about how the school tracks progress for the many students whose scores are suppressed. The surrounding community offers outdoor recreation access but few services or employment options, so families should expect to drive for shopping, medical care, and most non-school activities.
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