The top reported proficiency rate is 22% in Math. The lowest is 20% in English language arts.
Original Research by School Decision on Woodland Elem.
Woodland Elem. is a regular public school in the Jennings School District, serving children from pre‑kindergarten through third grade. Because it covers only the earliest primary years, the school does not have a graduation rate, and the only state testing data available comes from a single grade level. The school is located in the city of Jennings, an inner‑ring suburb of St. Louis in St. Louis County.
Jennings is a compact, predominantly residential community with a high population density. The city has experienced population decline over the past decade and a half, though recent estimates show a slight rebound. The median household income sits well below national averages, and the housing stock is modest, with owner‑occupied home values substantially lower than the U.S. median. Rents are relatively affordable compared with the broader metro area. The built environment consists mainly of single‑family homes and small commercial strips; a former major retail anchor, River Roads Mall, has been demolished. Most residents commute elsewhere for work, and the local retail and service sector provides some employment but no single dominant employer. Police services are contracted through St. Louis County, and fire protection is provided by a regional district.
Woodland Elem. enrolls a modest number of students across grades PK through 3. Every student qualifies for free or reduced‑price lunch, reflecting the high level of economic need in the community. The student body is overwhelmingly Black, with a very small number of White and multi‑racial students. Information on special education and English learner populations was not available in the data.
State assessment results are reported for third graders in math and English language arts. About one in every five students met the proficiency benchmark on the Missouri Assessment Program in both subjects. This places the school’s overall proficiency index below the midpoint when compared with other school districts in St. Louis County. For a school serving only early elementary grades, reading and math foundations are especially critical, and the share of students reaching proficiency is a soft spot a parent would likely want to discuss with the school to understand the instructional supports in place. Participation rates for the tests were suppressed in the data, so the completeness of testing is not clear.
No data on chronic absenteeism, discipline, staffing, or course access was reported for this school. Because the grade band ends at third grade, there are no advanced or career‑focused course offerings to describe. Information about district‑level initiatives such as curriculum changes or bond referendums was not found in our research.
For a family considering this school, the picture is of a small, high‑poverty primary school in a community that has faced economic and population challenges. The academic results for third graders are below the county median, and parents may want to ask about early literacy and math interventions, class sizes, and how the school supports students who are not yet at grade level. The surrounding housing market is one of the more affordable parts of St. Louis County, which could make the area accessible for families who are comfortable with the trade‑offs that come with a low‑income, inner‑ring suburban setting.
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