The top reported proficiency rate is 57% in English language arts. The lowest is 47% in Math.
Original Research by School Decision on Washington-franklin Elem.
Washington-Franklin Elementary, part of the Farmington R-VII district, serves first through fourth grade in a regular public school setting. The school is a neighborhood elementary campus in a city that functions as the regional hub for St. Francois County, a role anchored by a historic downtown courthouse square and major employers in manufacturing, healthcare, and state corrections. Farmington is described by the city as experiencing continuous residential and economic growth, and it sits roughly southwest of St. Louis in the Lead Belt region, with US 67 and Missouri Hwy 32 as its primary vehicular arteries. The district itself, which a parent would want to engage with, is a key part of this community identity, operating multiple school sites spread across separate campuses rather than clustered downtown, and a search for recent parent-relevant changes like a curriculum shift or a property tax referendum did not turn up any such items in available public information.
Academically, the school’s state testing results offer a mixed but instructive picture. In English language arts, the school’s performance sits at a level that is a clear strength, particularly for an elementary grade building. In mathematics, the results are notably softer, with proficiency rates that sit noticeably below the ELA scores in both tested grade levels. A parent considering this school will want to look into this further with the school or the district to understand what math instruction and support look like, and how the school is working to lift those numbers. When placed against other schools in its district cohort as part of a county-wide comparison, the school’s overall proficiency index across tested subjects lands in the top quartile relative to districts in St. Francois County. This is a positive positioning, though the mix is uneven by subject.
The student body is overwhelmingly white, with a very small percentage of students from other racial and ethnic backgrounds. A substantial share of students qualify for free or reduced-price lunch, reflecting the economic diversity that includes the range of family incomes in a regional center with both institutional and manufacturing employment. The school is not a charter school, and its Title I status was not specified in available data, which is a detail a parent may want to clarify directly with the school. Information on special populations, such as students with Individualized Education Programs (IEPs) and English learners, was not available in the provided data, so a family with a child in either of these groups will need to reach out to the school to learn about services and staffing.
The school serves only the early elementary grades, and there is no graduation rate, chronic absenteeism data, or discipline data to report, as those metrics do not apply to this grade band. State testing data was available and is the primary academic metric for this age group. Housing context in the area reflects a market where home values are below the state benchmark but roughly in line with the national median, and economic context shows a national unemployment rate and a real median household income figure that are typical reference points for a mid-continent small city.
For a family, Washington-Franklin is a straightforward neighborhood elementary school serving the core elementary years in a growing regional city. The strength in reading and language arts is a clear advantage, while the math results present a softer spot worth investigating. Parents should also confirm special education and English learner support directly with the school, as that data was not available here. The school sits within a district that serves the broader Farmington community, and no recent major district-level changes, such as a boundary redraw or shift in curriculum, were reported in publicly available materials, so a parent assessing the current trajectory will want to ask the school or district leadership about any plans or initiatives underway.
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