The top reported proficiency rate is 59% in Math. The lowest is 49% in English language arts.
Original Research by School Decision on Field Elem.
Field Elementary in Chillicothe, Missouri, is a regular public school serving second and third graders as part of the Chillicothe R-II School District. Because it only covers these two primary grades, several metrics that apply to older or broader schools are absent here by design. There is no graduation rate to report, no high school course access data, and no chronic absenteeism or discipline data in the available records. The state testing results, which are present, reflect only the cohort of students at these two grade levels and should be read in that contained context.
The school is situated in Chillicothe, a town that describes itself as the largest community in north-central Missouri and a regional hub for an agricultural area. Its civic life centers on a historic downtown square anchored by the county courthouse, with public amenities including a YMCA, a sports complex, a water park, and the Livingston County Library. The population has been relatively stable over recent decades, and the local economy rests on employers such as Hedrick Medical Center, the school district itself, and agriculture-related businesses. Housing values in the area sit below the state benchmark, a point a family considering a move might weigh alongside other cost-of-living factors.
A recent and significant development for families in this district is the consolidation of elementary schools. In the prior school year, elementary grades were split across three separate buildings: one for pre-kindergarten through first grade, Field for second and third grades, and another for fourth and fifth grades. The district has since consolidated those into a single elementary school serving kindergarten through fifth grade. This means that while Field Elementary still exists in the NCES data and is the building that housed second and third graders during the test year, the district’s current structure has shifted. A parent with a child at Field, or considering the school, would want to verify how this consolidation has affected attendance boundaries, whether Field now houses a different grade span or has been repurposed, and how class sizes and the school community have changed as a result. This is the single biggest operational change in the district that touches elementary families.
On state assessments for the most recent testing year, roughly three out of every five students tested scored at the proficient level or above in math. In English language arts, about half of students reached that same bar. These results, showing a higher performance in math than in ELA, give a snapshot of the third-grade cohort’s academic standing at that time. The data does not allow for a multi-year trend comparison, so it is not possible to say whether these results represent an improvement, a decline, or a steady state for the school.
The student body is predominantly white, with small shares of Hispanic, Black, Asian, and multiracial students. A substantial share of students qualify for free or reduced-price lunch. The school enrolls a modest number of students across the two grades, a size that is typical for a grade-band school within a district of this scale. There are no data available on the number of students with individualized education programs or English learner classifications, a gap in the publicly reported information.
Because the comparison set of districts within Livingston County consists of only three districts, and because Field is the only school in its grade band within that set, the proficiency data could not be meaningfully ranked against peers. The school therefore stands on its own reported numbers rather than on a relative position.
For a family considering Field, the key contextual factors are the district’s recent elementary consolidation and the school’s narrow grade span. The test results offer a baseline for the third-grade cohort, with math as a relative strength and ELA as an area where a family may want to inquire about instructional support and interventions. The town itself provides a stable, small-city environment with a clear downtown core, recreational facilities, and housing that is more affordable than the state average. The absence of data on special education services and English learner support means a parent with a child in those categories should contact the school directly to understand what is available. This is a school that fits a family looking for a straightforward elementary program in a consolidated district amid a steady, rural-regional community.
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