The top reported proficiency rate is 45% in English language arts. The lowest is 39% in Science.
Original Research by School Decision on Clardy Elementary
Clardy Elementary is a regular public school serving kindergarten through fifth grade in the North Kansas City 74 district. It sits on North Troost Avenue in Kansas City, Missouri, on the Clay County side of the city. Kansas City is a major urban center, the largest city in the state by both population and land area, with a metro economy tied historically to transportation and livestock and today to health systems, logistics, and financial services. The city spreads over a very large footprint and is generally car-dependent, though downtown and the Country Club Plaza area offer concentrated walkability. Clardy’s location in the northern part of the city, north of the Missouri River, places it in a more suburban-style residential stretch where development has continued through infill and edge expansion. The district itself, North Kansas City 74, covers a portion of Kansas City and surrounding areas; a search for recent district changes such as bond measures, boundary adjustments, or curriculum shifts turned up little that was publicly reported.
The school serves a student body that is majority White, with a notable share of students who identify as two or more races and a smaller but present share of Hispanic and Black students. A substantial portion of students qualify for free or reduced-price lunch. Data on students with Individualized Education Programs and English learners was not available in the record, so a parent would want to ask the school directly about special education and language support services. The school’s enrollment is moderate for an elementary school, with students distributed across grades two through five; kindergarten and first-grade counts were not reported in the available data.
State testing results from the Missouri Assessment Program are available for grades three, four, and five in math and English language arts, and for grade five in science. In math, the share of students scoring proficient or advanced hovered close to two-fifths in each tested grade, with grade three slightly higher and grade four slightly lower. In English language arts, roughly half of third graders reached proficiency, while fourth and fifth graders were just above two-fifths. Science results for fifth graders were in a similar range, with a bit more than a third scoring proficient or higher. These figures place the school’s overall proficiency on the lower end when compared with other schools in districts across Clay County. The comparison, which uses a composite proficiency index across tested subjects and grades, shows Clardy in the bottom quarter of the six districts in the county.
Because Clardy serves only elementary grades, there is no graduation rate to report, and chronic absenteeism data was not available in the record. Similarly, no information on staffing ratios, course access beyond the core subjects, or discipline incidents was present. A parent looking into these areas would need to consult the school directly or seek district-level reports.
The housing market around the school, as reflected in the zip code covering this part of Clay County, shows home values and rents that are roughly in line with statewide benchmarks and somewhat below the national average. The area is more affordable than the U.S. overall, with a typical monthly rent that is a manageable share of median household income. The national unemployment rate has been steady in the low four percent range, and mortgage rates have been in the mid-six percent range, providing a general economic backdrop that is neither booming nor distressed.
In sum, Clardy Elementary offers a standard elementary program in a large, diverse Kansas City neighborhood. Its test results are below the midpoint of Clay County districts, a pattern a family considering the school may want to discuss with the principal or review against any school improvement plans. The school’s demographic mix and economic context are characteristic of many suburban-edge elementary schools in the metro area. Without deeper data on staffing, programs beyond the tested subjects, or student support services, the picture is incomplete but grounded in the available academic and enrollment facts.
See more original research from School Decision →