The top reported proficiency rate is 5% in Math. The lowest is 4% in English language arts.
Original Research by School Decision on Walbridge Elem. Community Ed.
Walbridge Elem. Community Ed. sits in the Walnut Park neighborhood on the north side of St. Louis, an independent city that separated from St. Louis County long ago. St. Louis itself is a city of mixed residential and commercial districts with a service- and industry-based economy anchored by major employers such as the Federal Reserve Bank, a National Geospatial-Intelligence Agency facility, a large medical center, and several research universities. The city’s civic and cultural life draws on institutions like Forest Park, the Saint Louis Zoo, the Gateway Arch, and the Missouri Botanical Garden, all within a reasonable distance. The school serves a small enrollment across prekindergarten through sixth grade, making it one of the smaller elementary settings in the city.
The student body is almost entirely Black, with a tiny share of Asian students and no other racial or ethnic groups reported in the data. Every enrolled student is eligible for free or reduced-price meals, a figure that signals a high concentration of economic need across the school. This is a regular public school within the St. Louis City district, not a charter or magnet. Data on special education identification and English learner status was not available, so a parent would need to ask the school directly about those programs and supports.
State assessment results paint a stark picture, though the available data is thin. For the most recent testing cycle, scores for third and fourth grade in both math and English language arts were suppressed, likely because the number of students tested in each grade was too small to report publicly without risking identification. Only fifth-grade results were reported, and in both math and English language arts the share of students scoring at the proficient level was very low. A one-year trend for ELA across all grades shows the same figure. Science results for fifth grade were also suppressed. The school’s proficiency index, which averages all reported testing results, places it in the bottom quartile relative to other districts within St. Louis city. There is no graduation rate to consider because the school does not serve high school grades, and chronic absenteeism data was missing, so a parent may want to ask about attendance patterns directly.
What the school offers by way of programs, course access, or enrichment was not present in the data reviewed. The user will find no description of extracurriculars, specials, or academic pathways because none were reported. Parents looking for offerings like art, music, world language, or after-school activities would need to contact the school or visit its website to learn what is available.
The housing context around the school reflects an area where home values are well below both the state and national benchmarks, and the year-over-year change has been slightly down. This is a neighborhood where renting is notably more common relative to the cost of buying, and monthly housing costs are modest compared with national averages. The combination of very low home values and high poverty concentration in the student body suggests that the school serves a community with limited household financial resources, which in turn shapes the supports families and the school can mobilize.
The district brief turned up no recent parent-relevant changes, so there is no reported shift in boundaries, leadership, programming, or facilities to account for. The school itself is a stable, open entity with no flagged operational changes.
Walbridge is a small, neighborhood-anchored elementary school in a high-poverty part of St. Louis, serving primarily Black students from prekindergarten through sixth grade. The academic performance as measured by state tests is low, and the available testing data is limited because small grade-level cohorts cause many results to be suppressed. This combination of a high-need student population, very low reported proficiency, and thin program information means a parent considering the school should plan to visit, ask about the specific supports offered for literacy and math, and talk with the principal about what enrichment and intervention programs are in place. The school fits a family that values a close, neighborhood setting and is willing to investigate the academic experience directly with the school rather than relying on state-reported numbers alone.
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