The reported proficiency rate for Math is 14%.
Original Research by School Decision on Orearville Elem.
Orearville Elem. serves students from preschool through eighth grade in the rural community of Slater, Missouri. It is a regular public school within the Orearville R-IV district. Slater is a small town with a low-density residential fabric and a mix of agricultural and light industrial activity. The population has been gradually declining, and the housing vacancy rate is high. The school sits in a setting where civic life centers on the public library, an annual fall festival, and limited pedestrian infrastructure. No major private employers were identified in publicly available sources; the school district itself is a notable local institution.
The student body is small for a PK-8 campus, and the grade-level enrollments are uneven, with some grades having only a handful of students. Racially, the student population is predominantly white, with a small share of Hispanic students and a slightly smaller share identifying as two or more races. A substantial portion of students qualify for free or reduced-price lunch, reflecting the economic circumstances of the community. Data on students with disabilities and English learners was not available, so a parent may want to ask the school about those supports directly.
State testing results are limited by the school’s small enrollment; most grade-level scores are suppressed to protect student privacy. For the one grade and subject that did produce a reported result, fifth-grade math, the proficiency rate was very low. The school’s overall proficiency index, which averages reported rates across tested subjects and grades, sits below the midpoint relative to other districts in Saline County. Because only one out of several possible grade-subject combinations yielded a reportable figure, drawing a full picture of academic performance is difficult. A parent should discuss with the school how instruction and assessment work for students at each grade level, especially in reading and math.
The school does not serve high school grades, so there is no graduation rate or college-and-career pathway data to consider. No program offerings or course access information was available in the provided data. No recent parent-relevant changes to the district were identified through publicly available sources.
For a family considering this school, the key considerations are the very small class sizes, the rural location in a slowly depopulating town, the limited public assessment picture, and the low reported proficiency on the one grade-level test that could be reported. The school’s size means individual attention is likely, but academic supports and curriculum breadth may be a question worth exploring directly with staff.
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