The top reported proficiency rate is 49% in Math. The lowest is 47% in English language arts.
Original Research by School Decision on Stockton Elem.
Stockton Elementary serves kindergarten through fourth grade in the Stockton R-I district, a small, rural county seat in Cedar County. The school is a regular public school, not a charter or magnet. It is the district’s sole elementary building, and its grade span means students move on to a middle school and then Stockton High School after fourth grade. The town itself is a crossroads community with two major manufacturers, a lake-driven tourism economy, and a modest population decline in recent years. The housing market is relatively affordable compared to national benchmarks, which matters to families looking at the area.
The student body is predominantly white, with a substantial share of students qualifying for free or reduced-price lunch, which the data reports for this school. No information was available on the share of students with disabilities or English learners, so a parent may want to ask the district directly about how those populations are served and how special education services and language supports are structured at this early-elementary level.
On state assessments, the picture is mixed and a parent should weigh grade-level and subject differences. In third-grade math, roughly half of students scored proficient or above, and in fourth-grade math that figure was similar, sitting just above the half mark. In English language arts, results varied more noticeably. Third-grade proficiency was on the lower side, with under half of students meeting the bar. Fourth-grade ELA performance was stronger, with more than half of students reaching proficiency. Across all tested grades and subjects combined, the school’s overall proficiency index places in the top quartile among the small number of districts in Cedar County. That is the relevant comparison set: only two districts in the county, so being in the top quartile here means this school performs above the county median for the grade band it serves. Still, the third-grade ELA result is a soft spot, and a family moving into the district may want to ask the school how early literacy is supported, what interventions are in place for students who are below the proficient line in reading, and how the school tracks growth between third and fourth grade.
The school environment data was thin. No information on chronic absenteeism, discipline rates, staffing ratios, or course access was available in the data provided. For a K-4 building, course access typically means what specials are offered, such as art, music, or physical education, but that detail was not included here. A parent would need to contact the school for that picture.
The district brief turned up no parent-relevant changes, such as boundary adjustments, program launches, or leadership turnover, in recent years. Stockton’s modest size means the elementary school is part of a small-town school system where the civic and school life are tightly integrated. The community’s infrastructure investments, such as new water wells and a wastewater plant, suggest local government is planning for future capacity, but no major housing developments were identified, and the population has edged downward. For a family considering Stockton Elementary, the academic story is that math performance is steady and on the stronger side for the county, while early reading is an area where results lag, particularly in third grade. The school does not serve tested grades beyond fourth, so there is no graduation rate to consider, and no high school course pathways to evaluate. The fit is for a family comfortable with a small, rural setting, a predominantly white student body, and a school where the core academic picture is decent in math and uneven in literacy, with room to ask deeper questions about reading support.
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