The top reported proficiency rate is 40% in English language arts. The lowest is 28% in Math.
Original Research by School Decision on Mcnair Elem.
McNair Elementary serves students from pre-kindergarten through fifth grade as a regular public school within the Hazelwood School District, located in the St. Louis County suburb of Hazelwood. The school is one of several elementaries spread across the city limits, sitting in a second-ring suburb characterized by highway-oriented development, industrial parks, and residential subdivisions rather than a walkable downtown core. Families considering this school are looking at a north-county suburb with a robust industrial and aerospace employment base, a slowly declining residential population, and ongoing redevelopment of major former industrial sites into business parks.
The student body at McNair is diverse, with a student enrollment that is predominantly Black, with a substantial share of white students and smaller numbers of Hispanic, Asian, and multiracial students. A large majority of students qualify for free or reduced-price lunch, indicating a high level of economic need in the school community. This economic context is relevant for families thinking about the resources a child may bring from home and the kinds of supplemental supports a school may need to provide.
On state assessments, McNair's results sit below the midpoint among districts in St. Louis County in overall proficiency. In English language arts, the share of students scoring proficient or above is roughly comparable across the tested grades, with a range that peaks in fourth grade and is somewhat lower in third grade. In mathematics, proficiency rates are softer across all tested grades, with fifth grade showing the lowest results. In fifth-grade science, the proficiency rate falls in a similar range to the ELA results. These are the most recent available results, and a parent may want to look into this further with the school to understand what academic interventions and supports are in place, particularly in math.
The multi-year academic trend data is limited; a single year of proficiency-index data is available for both ELA and math, meaning there is no multi-year trend to assess whether performance is improving or declining over time. A family seeking a school with a clear trajectory of academic growth will not find that evidence here and may want to ask the district about longitudinal data.
McNair does not serve high school grades, so there is no graduation rate to report. The school's grade band also means that data on chronic absenteeism and discipline from civil-rights sources was not available in this profile. As a regular public elementary school, it sits within the Hazelwood School District, which has recently adopted a strategic plan for the years 2023 through 2028 focused on student achievement, differentiated resources, professional growth, fiscal responsibility, and parent involvement. The district has also expanded pre-kindergarten programs to all elementary schools, so McNair likely offers pre-K on site, and it has launched a virtual elementary program as an alternative to in-person instruction.
In terms of the housing market, homes in the zip code serving McNair are priced below the state and national benchmarks, and rents have been rising. The overall St. Louis County market has seen a decline in median listing prices over the past year, though active and pending listings have increased, suggesting a slightly more favorable market for buyers than in recent years. For a family moving into the area, housing affordability relative to the broader region is a practical consideration.
McNair is a school where economic need is high and state assessment results are below the county midpoint, particularly in math. For a family whose priority is a neighborhood elementary with pre-K access in a district that has recently set new strategic goals, this is a straightforward option within the Hazelwood system. For a family seeking a school with stronger or rising academic outcomes, the available data suggests the need for a closer conversation with the school about its instructional approach and student support structures.
See more original research from School Decision →