The top reported proficiency rate is 34% in Math. The lowest is 18% in English language arts.
Original Research by School Decision on Paris Elem.
Paris Elementary is a regular public school in the Paris R-II district, serving students from pre-kindergarten through sixth grade in a small, rural county seat in northeast Missouri. The town of Paris itself is compact, anchored by the Monroe County Courthouse at its center, and the school sits within this tight-knit community where most civic and commercial life is within a short distance. The district recently passed a bond issue to fund facility improvements including a new agricultural building, a FEMA safe room, and HVAC upgrades, a publicly reported investment that signals ongoing attention to the school's physical infrastructure.
The student body is predominantly white, reflecting the broader demographics of the area. A substantial share of students qualify for free or reduced-price lunch, indicating the economic profile of the community is mixed, with many families facing financial constraints. The school is not a charter school and is not identified as a magnet school, and its Title I status was not reported in the available data.
On state assessments, performance varies noticeably by grade and subject. In math, the share of students scoring at the proficient level or above ranges across the tested grades, with a notably higher rate in grade five than in grades three or four. In English language arts, the picture is similarly uneven, with grade four showing a very low proficiency rate and results for several other grades being too small to report publicly. Science results, tested at grade five, were also suppressed. Taken together, the measurable proficiency rates place this school above the midpoint among districts in Monroe County, though the data is limited to a small number of tested grades and subjects, and a parent may want to ask the school directly about the pattern of uneven performance across grade levels.
Because Paris Elementary serves only through grade six, there is no graduation rate to report, as that metric applies to high schools. The school does not serve high school grades, so that gap is expected given its grade band. Discipline data, course access information, and staffing details were not available in the source material, so it is not possible to describe the range of programs, class sizes, or behavioral environment from this data.
The surrounding housing market in the Paris area reflects a modest, stable setting. Home values in the community are below the statewide and national medians, and recent year-over-year change suggests a modest increase. The broader economic context includes a national median household income that has been ticking up gradually over recent years, though local data for Paris specifically was not provided. Unemployment rates nationally have been relatively low and stable over the past year.
For a family considering this school, the picture is of a small, rural elementary school in a county-seat town where the district has made recent capital investments. The academic results are mixed, with some grades showing stronger performance than others, and a notable portion of results suppressed for reporting reasons, which may reflect small class sizes. The strong point is the school's relative standing among a small set of county peers. The gaps in the available data, especially around discipline, staffing, and program offerings, are significant enough that a parent would want to follow up directly with the school to understand the full learning environment and support structures. The town itself offers limited commercial activity and a very low-growth housing market, fitting a family seeking a quiet, rural setting rather than one expecting rapid change or extensive amenities.
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