The top reported proficiency rate is 11% in English language arts. The lowest is 9% in Math.
Original Research by School Decision on Sigel Elem. Comm. Ed. Ctr.
Sigel Elementary Community Education Center serves students from prekindergarten through sixth grade in the city of St. Louis, part of the St. Louis City school district. It is a regular public school. The student body is small for an elementary school serving that grade span, and every enrolled student qualifies for free or reduced-price meals, reflecting the economic context of the neighborhood it serves. The racial composition is predominantly Black, with small shares of white, Hispanic, multiracial, and Native Hawaiian or Pacific Islander students. This is a school where the overwhelming majority of families are navigating low-income circumstances, and that reality shapes the supports needed inside the building.
On state assessments, the picture is one that many parents will want to investigate further directly with the school. The Missouri Assessment Program results for the most recent school year show that in grade 3, roughly one in eleven students scored at the proficient level or above in math and roughly one in five did so in English language arts. In grade 4, the English language arts proficiency rate was very low. Grade 5 showed a modest share reaching proficiency in English language arts, and grade 6 results for both subjects were suppressed, meaning they could not be reported under state data rules. Science results for grade 5 were also suppressed. Because many of the individual grade-level results are suppressed, the overall picture is incomplete, but the available data points to a school where the vast majority of students are not yet meeting grade-level academic benchmarks. When placed alongside other elementary schools in St. Louis city districts, the school’s combined proficiency index sits in the bottom quarter of that comparison group.
The school does not serve high school grades, so there is no graduation rate to consider. Information on chronic absenteeism, discipline, staffing levels, and course access was not available in the data we reviewed, so those dimensions remain an open question for families to explore.
The school’s setting is downtown-adjacent St. Louis, an independent city with a diversified economy anchored by major employers such as Barnes-Jewish Hospital, the National Geospatial-Intelligence Agency, and several Fortune companies, as well as research universities like Washington University and Saint Louis University. The city offers major civic and cultural institutions including the Gateway Arch, Forest Park, the Saint Louis Zoo, and the Missouri Botanical Garden. Housing values in the ZIP code area are near the state median, and rents have been rising faster than the national average, though mortgage costs remain below the typical monthly rent, which may be relevant for families considering the neighborhood. The St. Louis City school district did not have any parent-relevant changes or initiatives publicly reported in the recent period we searched, so the operational context appears stable but without a spotlight on new programs or facility investments at the district level.
For a family trying to understand if this school fits, the core facts are straightforward. This is a small, high-poverty elementary school within a large urban district where academic proficiency rates are well below state averages and many of the specific results are too small to report publicly. A parent considering Sigel would be wise to ask the school directly about the instruction, intervention strategies, and enrichment offerings that exist for students who need additional support, and to look for any after-school or community partnerships that supplement what the school day provides. The school’s name includes “Community Education Center,” which may signal a mission beyond the standard classroom, but the available data does not elaborate on what that designation means in practice. The surrounding city offers ample cultural and economic resources, but the school itself appears to be in a chapter where foundational academic outcomes are a significant challenge.
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