The top reported proficiency rate is 40% in English language arts. The lowest is 23% in Math.
Original Research by School Decision on Holcomb Elem.
Holcomb Elementary is a regular public school in the small, rural Missouri Bootheel community of Holcomb. It serves prekindergarten through sixth grade and operates as the sole elementary school within the Holcomb R-III district. The town itself is compact and car-dependent, centered on the intersection of State Routes 25 and 53. Population has been declining, and the local economy leans on transportation, retail, and health care employment, with modest property values compared to state and national benchmarks. The district campus includes the elementary school and the high school, and a public library branch is in town.
The student enrollment is small and predominantly white, with a Hispanic population making up a notable share. The school reports that every enrolled student qualifies for free or reduced-price lunch, a marker placed in the data. Because the school serves only through sixth grade, there is no graduation rate to report, and the district’s high school would carry that metric separately.
State assessment results are mixed and worth a close look. In math, proficiency rates among tested grades were below the midpoint, and one grade’s result was suppressed from public reporting, which a parent may want to ask the school about directly. In English language arts, rates were higher, with one grade reaching a result near the halfway mark. Science results for the tested grade were in a similar range. When the school is compared against other elementary schools within the same county, its overall proficiency index sits above the middle of the pack, meaning it performs somewhat better than several of its neighbors on this combined measure, though it does not lead the county.
The school’s profile as a regular public school with a full pre-kindergarten program is a straightforward offering. There is no charter or magnet status. Information on special education and English learner populations was not available in the data, so a parent with a child who may need those services should confirm directly with the district. Discipline data, course access, and staffing details were also absent from the records reviewed.
The district brief turned up no recent major changes or initiatives that would alter the school’s operations or offerings for an incoming family. What the data shows is a small, rural elementary school serving a student body with uniform economic need, delivering results that are modest overall in math and stronger in reading, and performing slightly above the typical school in its county on the proficiency metric that is available. A family considering this school would be looking at a stable, small-town setting with limited housing costs and a compact district where the elementary and high school sit within the same community. The academic picture, particularly in math, is an area where a parent would likely want to learn more about how the school supports students who are not yet at the proficient level.
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