The top reported proficiency rate is 45% in Science. The lowest is 26% in Math.
Original Research by School Decision on New Bloomfield Elem.
New Bloomfield Elementary, a regular public school in Callaway County, Missouri, serves children from prekindergarten through sixth grade. It is the only elementary school in the New Bloomfield R-III district, and its campus sits within the town of New Bloomfield itself. The town is a small, largely residential rural community positioned between Fulton and Jefferson City. It has limited commercial frontage, a city park on a former railroad right-of-way, and a handful of civic organizations. Population has been growing modestly, and housing values in the area sit above the statewide median, with a recent upward trend that has outpaced the national rate.
Enrollment at the school is moderate for an elementary building serving this grade span. The student body is overwhelmingly White, with small shares of students who are of two or more races, Hispanic, Black, Asian, or American Indian. Roughly two out of every five students qualify for free or reduced-price lunch, indicating that a substantial portion of families are in lower-income circumstances. Data on special education identification and English learner status was not reported in the available information.
State assessment results from the Missouri Assessment Program offer a mixed picture. In math, the share of students scoring at proficient or advanced levels varied noticeably by grade. One grade level saw about a quarter of students reach that bar; another grade had under a sixth of students do so. Across the tested grades, math proficiency was generally modest. English language arts scores were somewhat stronger, with one grade approaching the halfway mark in proficiency, though others were lower. Science results for the tested grade placed proficiency near the middle of the range. When these results are combined into an overall proficiency index and measured against other Callaway County districts, the school lands in the bottom quartile of that comparison set. A parent assessing the academic picture should weigh these figures against the fact that the school serves only elementary grades, and that the comparison is to entire districts rather than individual elementary schools.
The school does not serve high school grades, so there is no graduation rate or advanced course data to examine. Information on chronic absenteeism, discipline, staffing, and course access was not available in the provided records. The district brief indicates no recent parent-relevant changes, such as boundary shifts or major program overhauls, were found in publicly reported sources.
For a family considering the area, the housing market in the New Bloomfield ZIP code shows home values above the state average, with modest year-over-year appreciation. The town has seen population growth as people move from larger cities into smaller communities, and a new high school gymnasium and sports complex have been added in recent decades. The school itself is a longstanding fixture in the community, with the district having maintained a school in the town for many years.
The academic pathway here is a regular elementary program with test results that are below the county district average, particularly in math. The peer environment is predominantly White and economically diverse. The school is small-town and rural, with limited walkability and few commercial amenities within walking distance. Parents who value a tight-knit school in a growing rural area may find the fit natural, while those seeking higher measured proficiency may want to investigate the school's instructional support and intervention practices further.
See more original research from School Decision →