The top reported proficiency rate is 17% in Math. The lowest is 4% in Science.
Original Research by School Decision on Adams Elem.
Adams Elementary is a regular public school in St. Louis serving students from prekindergarten through sixth grade. It sits within the St. Louis City school district, which covers the independent city of St. Louis itself. St. Louis is a city with a diverse economy anchored by large employers in finance, health care, and research universities, as well as major cultural institutions such as Forest Park and the Saint Louis Art Museum. The city separated from St. Louis County long ago, becoming its own independent jurisdiction, a feature that shapes local governance and school district boundaries.
The school enrolls a small student body for a preK through sixth-grade building. Nearly all students come from households with incomes low enough to qualify for free or reduced-price lunch, which the school reports at the full rate. The student population is overwhelmingly Black, with a very small share of White students and even smaller shares of Asian, Hispanic, and multiracial students. Data on students with disabilities and English learners was not reported, so a parent would need to ask the school directly about how those populations are served.
State testing results are available for some grade levels and subjects, but a number of results were suppressed, likely because the tested groups were too small for public reporting. Where results are reported, the proficiency rates are very low. In fourth-grade math, about one in six students scored at the proficient level or above. In fourth-grade English language arts, the share was far lower, and in fifth-grade English language arts roughly one in eight students met the bar. Fifth-grade science was similarly low. For third-grade and sixth-grade testing, most results were suppressed. Because the school does not serve high school grades, there is no graduation rate to consider.
Looking across all tested subjects and grades, the school’s overall proficiency index places it in the bottom quartile among districts within St. Louis city. This comparison uses the county as the reference set because the school’s district is itself the city. The data does not include chronic absenteeism rates or other attendance measures, so it is not possible to assess how consistently students are in class.
The school’s website was not provided in the data, and the district brief turned up no recent changes, such as boundary adjustments, program launches, or leadership transitions, that would be relevant to parents in the near term. A parent considering this school would likely want to ask about supports for literacy and math instruction, given the testing picture, and inquire about any after-school or enrichment offerings the school provides. The housing market around the school shows home values near the middle tier for the area, with rents that are modest relative to national measures, though no neighborhood-level affordability analysis specific to the school’s immediate area was available.
Adams Elementary offers the basic framework of a neighborhood public school in a city with a rich set of cultural and economic assets. For a family looking at this option, the most direct next step would be to arrange a school visit and speak with the principal about classroom instruction, intervention programs, and how the school works with families.
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