The top reported proficiency rate is 35% in Math. The lowest is 28% in English language arts.
Original Research by School Decision on Scotland Co. Elem.
Scotland Co. Elem. is the elementary school serving Memphis, Missouri, within the Scotland County R-I district. It covers pre-kindergarten through sixth grade, making it the only elementary school in the district. The school sits in a small rural county seat with a traditional courthouse square, locally owned businesses, and a century-old Pepsi bottling plant still in operation. The town is experiencing a slight population decline, and current development efforts are infrastructure-focused—the city is pursuing grants to connect the school to the gym and recreation center with sidewalks and to expand the local airport. Housing values here are well below what you would find across Missouri or the nation as a whole, which aligns with the modest scale of the community.
Academically, the school participates in Missouri’s statewide MAP assessments for grades three through six. In math, proficiency rates were reported for third, fourth, and sixth grades. In ELA, a proficiency rate was reported only for third grade; rates for fourth, fifth, and sixth grade were suppressed, likely because the tested groups were too small to report publicly. A parent should be aware that the school’s overall test results are on the lower side—a pattern that often reflects a combination of student background and instructional resources in a rural district. The available math results show roughly a third of students reaching proficiency, and third-grade ELA results are somewhat lower. Those numbers suggest that many children are not yet meeting grade-level benchmarks, and a family moving into the area may want to discuss with the school what interventions or supports are in place for students who need extra help.
Because the school serves only elementary grades, there is no graduation rate to report. The school itself is a regular public school, not a charter or magnet, and does not have a special designation. No data was available on discipline, course access, staffing ratios, or chronic absenteeism, so those dimensions cannot be characterized. The district appears stable, with no major changes publicly reported in recent years.
The student body is almost entirely white, and nearly half of students qualify for free or reduced-price lunch, which is a substantial share. Class sizes are typical for a small rural school; enrollment is modest enough that children likely know one another across grade levels. The town’s civic anchors include a library, parks, a swimming pool, a golf course, and historical museums. High school sports draw crowds and are a central part of community life. The school itself is located within town, and the sidewalk grant effort suggests that pedestrian access between school and other facilities is not fully seamless.
This is a school for families who want a small, community-anchored elementary experience in a quiet rural setting. The academic results indicate that the school is not currently achieving high proficiency rates, so parents who prioritize strong test scores or competitive academic preparation may need to supplement at home or look into what academic supports the school offers. Families who value a close-knit environment, low housing costs, and the slower pace of a county seat will find the fit more natural. Given the limited data on program offerings and support services, it is worth visiting the school and asking directly about reading interventions, math support, and enrichment opportunities.
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