The top reported proficiency rate is 35% in Math. The lowest is 27% in Science.
Original Research by School Decision on Montgomery City Elem.
Montgomery City Elementary serves students from prekindergarten through fifth grade as part of the Montgomery County R-II School District. The school is a regular public, non-charter institution located in the county seat of Montgomery County, a small rural town about midway between St. Louis and Columbia, just north of Interstate 70. The town itself has a historic downtown core along Sturgeon Street and functions as the governmental center for the county. The largest employment sectors locally are manufacturing, health care, and educational services, and the housing market shows property values that are substantially below the national average, though they have risen recently in line with a national trend of increasing home prices. The population has been relatively stable with a slight decline over the last decade, and the town remains car-dependent with no public transit mentioned in publicly available sources.
The school enrolls a student body that is predominantly white, with a small Hispanic population and very small numbers of Asian, Black, and multiracial students. A majority of students qualify for free or reduced-price lunch, indicating that a significant share of families face economic challenges. The school serves only elementary grades, so there is no graduation rate to report, as that metric applies only to high schools.
On the Missouri Assessment Program tests for the most recent school year, results across grades three through five show that in English language arts, about a quarter to roughly two-fifths of students scored at the proficient or advanced level, depending on the grade. In mathematics, the share of students reaching proficiency ranged from about a third to just over two-fifths. In science, tested only in fifth grade, a little more than a quarter of students met the proficiency benchmark. Across all tested subjects and grades, the school's overall proficiency index places it in the top quartile when compared with the other districts in Montgomery County. That comparison group is small, consisting of two districts, so the position is a meaningful distinction within the county but not a broad statewide ranking. Still, the proficiency rates themselves show that a majority of students are not yet reaching the proficient level, a pattern parents may want to explore further with the school to understand what supports are in place for students who are below that threshold.
The district brief turned up no major recent changes such as boundary shifts, tax measures, or curriculum overhauls that have been publicly reported. That absence suggests a period of relative stability in district operations, though it also means there is little publicly available material about the district's current strategic direction or any new initiatives parents might want to know about. The school's website was not provided in the available data, so parents looking for specifics on programs, after-school activities, or family engagement may need to contact the school or district office directly.
For a family considering this school, the picture is one of a small, rural elementary school serving a community with a mostly white, lower-income student body. The academic results show some students reaching proficiency but a larger share not yet at that level, and the school performs relatively well among the small set of county peers. The housing market is affordable by national standards, the town is quiet and car-oriented, and the district appears to be operating without recent disruptions. This is a setting that would likely suit families who value a small-town environment and close community ties, and who want to be attentive to the academic support their child receives, particularly in the core subjects where a majority of students currently score below the proficient mark.
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