The top reported proficiency rate is 5% in Science. The lowest is 4% in English language arts.
Original Research by School Decision on Ackerman
Ackerman is a regular public school in Florissant, Missouri, serving students in kindergarten through eighth grade. It is part of the Special School District of St. Louis County, a district that operates public schools with a specific focus on special education and technical education. The school’s enrollment is small for its grade band, with a student body that is heavily concentrated in the later elementary and middle school years.
The student population is predominantly Black, with a smaller share of White students and very small numbers of Hispanic students and students of two or more races. A very large share of students qualify for free or reduced-price lunch, which is a common indicator of economic need. Data on the share of students with Individualized Education Programs and the share of English learners was not available.
State testing data for Ackerman was limited. In the most recent testing year, results in English language arts were reported for fifth grade and eighth grade, and in both cases the share of students scoring proficient or advanced was low. A parent will want to look into this further with the school. For third, fourth, sixth, and seventh grade English language arts, as well as for all tested grades in math and for eighth grade science, the state suppressed the proficiency results, meaning the numbers of students involved were too small to report publicly under Missouri’s data rules. Fifth grade science results were reported and were also low.
When compared with other districts in St. Louis County, Ackerman’s overall proficiency across all tested subjects and grades placed it in the bottom quarter of the group. Because the school does not serve high school grades, there is no graduation rate to report.
Housing in the area around the school sits below the national median home value but close to the statewide median. Rents are modestly below the national average. The local housing market has seen small gains in value and slightly stronger rent growth over the past year. National economic conditions, including a moderate 30-year mortgage rate and a relatively low unemployment rate, are part of the broader context any family would consider when looking at the area.
Publicly reported information about changes at the district level was sought but none were found that would be relevant to a parent’s decision. The school’s website and other district sources did not produce any recent announcements about programming shifts, boundary changes, or personnel moves. The narrative is therefore driven by what the academic and demographic data show.
For a family considering Ackerman, the core facts are straightforward. The school serves a small student body across a full K-8 span in a suburban St. Louis County setting. The socioeconomic profile of the student body is one of high need. Academic performance on the state assessments is low in the grades where results were reportable, and suppressed data in other grades limits the picture. A parent will want to have a direct conversation with school leadership about curriculum, interventions, and how the school's program fits their child’s needs.
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