The top reported proficiency rate is 45% in Science. The lowest is 33% in English language arts.
Original Research by School Decision on Chouteau Elementary
Chouteau Elementary is a regular public school in the North Kansas City 74 district, serving prekindergarten through fifth grade. The school sits within the Kansas City city limits in Clay County, part of a major urban center that spreads across a very large footprint. The city is largely car-dependent, with concentrated walkable pockets downtown and in districts like the River Market and Country Club Plaza. The area around the school, in the northern part of the city across the Missouri River, is a mix of residential neighborhoods and commercial corridors.
The student body is diverse by race and ethnicity, with a substantial share of White students, a notable share of Black students, and smaller shares of Hispanic students, multiracial students, and Asian students. Economically, a high proportion of students qualify for free or reduced-price lunch, placing the school well above the typical level of economic need in the county. Housing in the immediate area is moderately priced relative to national benchmarks, and rents are consistent with the region.
Because Chouteau serves only elementary grades, it does not have a graduation rate or high school outcome measures. State testing data is available for grades three through five in math and English language arts, and for fifth grade in science. The school’s proficiency rates in math and ELA across these grades fall below the midpoint when compared with other districts in Clay County. The overall proficiency index places the school in the bottom quartile among the county’s districts. Within the school itself, performance varies by grade and subject. In math, the fourth-grade cohort shows a softer result than the third and fifth grades. In ELA, all three tested grades show relatively lower proficiency, with fourth grade again the weakest. In science, the only tested grade (fifth) shows a result comparable to the higher math years.
The data does not include information on students receiving special education services or English learner support, so a family with a child in either category would need to follow up directly with the school to understand available programs. Chronic absenteeism rates were also not available in this data, and no disciplinary or staffing information was provided.
The school is a regular neighborhood elementary within the North Kansas City 74 district, which operates a number of elementary, middle, and high schools across the northern part of Kansas City and adjacent suburbs. The district brief found little publicly reported about recent changes such as bond issues, boundary adjustments, or curriculum shifts, so it is not possible to say what may be in development.
For a family considering this school, the picture is one of a moderately sized elementary with a diverse student body and high economic need. Academic proficiency on state assessments is mixed and generally falls below the county median. A parent may want to look into the school’s academic support structures, interventions, and enrichment offerings, as the available test results alone suggest that many students are not yet reaching the proficient level. The school’s grade band means there are no high school outcomes to evaluate, and the absence of data on special populations and attendance patterns means those are areas to explore directly.
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