The top reported proficiency rate is 27% in English language arts. The lowest is 14% in Math.
Original Research by School Decision on Kingsville Elem.
Kingsville Elementary is a regular public school serving prekindergarten through sixth grade in the Kingsville R-I district, a single-school-district arrangement in west central Johnson County. The school sits in Kingsville, a very small, entirely rural community. The town has experienced population decline over the past decade, and its housing stock remains limited; median home values are well below both state and national benchmarks, and no major new development is visible in publicly available accounts. Most residents own their homes, and commuting to nearby towns like Holden, Pleasant Hill, or Lee’s Summit is the norm. The elementary school shares an address with Kingsville High School on East Adriatic, and together the campus functions as the town’s de facto civic center.
The student body is small, enrolling roughly a couple hundred children across grades PK–6. The population is overwhelmingly white, with small numbers of students who are Asian, Black, Hispanic, or of two or more races. About a third of students qualify for free or reduced-price lunch, a share that reflects the local economy. The school does not serve grades that produce a graduation rate, and no data on special education or English learner populations were available. Because Kingsville Elementary covers only the early and middle grades, the academic picture comes entirely from Missouri’s state assessments for grades three through six.
State testing results are limited. Most grade-level proficiency rates in math, English language arts, and science were suppressed by the state, a common practice when the number of test-takers in a grade is very small. The only reported rates come from fourth grade. In math, the share of fourth graders scoring proficient or above was low, and in ELA it was above a quarter of that cohort. Because nearly every other grade and subject result is suppressed, it is not possible to draw a reliable picture of schoolwide academic performance from the assessment data alone. A proficiency index that averages all reported rates across tested subjects and grades places Kingsville Elementary below the midpoint of the county’s districts, but the index is built on very sparse reported data, so that comparison should be read with caution. A parent considering this school would want to discuss classroom-level progress directly with the school, as the public testing data can only offer a fragmentary view.
No information was available on course access, staffing ratios, discipline, or chronic absenteeism. Similarly, the school’s Title I status, magnet designation, and specific program offerings were not present in the data. The district brief turned up no recent changes of the kind that would affect a family’s decision; the district appears stable in its operations and offerings.
For families, Kingsville Elementary is the kind of school that comes with a very specific setting. The town is quiet, rural, and not growing. Commuting to work and to most services is a given. The school itself is small, which can mean more individualized attention and a tight-knit community, but it also means that the state’s typical accountability measures often cannot produce reported results for individual grades due to low student counts. The economic context is modest, with low housing costs and a cost of living that is below the national average. A parent who values a small, rural school in a stable, slow-paced community may find Kingsville Elementary fits naturally. A parent who prioritizes a wide view of comparative test performance or wants a broad menu of specialized programs will find the available evidence too thin to make that judgment from the outside, and further direct inquiry with the school would be necessary.
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