The top reported proficiency rate is 44% in English language arts. The lowest is 12% in Math.
Original Research by School Decision on Sturgeon Elementary
Sturgeon Elementary serves prekindergarten through fifth grade in the small, agricultural town of Sturgeon, Missouri, part of the Sturgeon R-V School District. The school is the only elementary in the district and draws its students from the town itself and the surrounding rolling prairie. Sturgeon is a very small community where many residents commute to work in nearby Columbia, Centralia, Mexico, and Moberly, and retirees are drawn to a quiet rural life. The town sits at the intersection of two local routes, with green fields separating it from major highways, and the Norfolk Southern Railway runs through it. Growth has been slow and stable, with no major new housing developments described in available sources. The school building is within or very near the town center given the town’s small footprint.
Sturgeon Elementary enrolls a modest student body. The student population is predominantly white, with a small share of students identifying as two or more races and a minimal number of Asian and Native Hawaiian or Pacific Islander students represented. More than two out of every five students qualify for free or reduced-price lunch, indicating a moderate level of economic need. The school serves grades PK through 5, with the largest enrollments in kindergarten through third grade and somewhat smaller groups in fourth and fifth grades. No data is available on the share of students with Individualized Education Programs or English learner classifications; a parent may want to ask the school directly about those services.
On state assessments administered in the 2024-25 school year, Sturgeon Elementary’s results varied by grade and subject, and some results were suppressed due to small group sizes. In English language arts, third graders reached a moderate proficiency rate, and fifth graders reached a rate that was at the midpoint. Fourth-grade ELA results were suppressed, so no clear picture is available for that grade. In mathematics, proficiency rates were lower: fourth grade recorded a very small share of students scoring proficient or above, and fifth grade was also low, though notably higher than fourth. Third-grade math results were suppressed. Fifth-grade science results were also suppressed. When the school’s overall proficiency across tested subjects and grades is compared with other districts in Boone County, the index falls in the bottom quartile relative to the six other districts with available data. This comparison is based on the mean of reported proficiency rates across all tested grades and subjects at Sturgeon Elementary, and it places the school well below the midpoint of the county set. A parent may want to look into this further with the school to understand classroom supports and how the school is working to improve outcomes.
No state testing data exists for prekindergarten or kindergarten, as those grades are not assessed. The school does not serve high school grades, so there is no graduation rate to report. Information about chronic absenteeism, discipline, staffing ratios, and course access was not available in the data provided. No program offerings such as gifted, specials, or enrichment were included. The Sturgeon R-V district recently had no major changes of lasting impact reported in publicly available sources.
The housing context in the community reflects a typical small-town market. Home values in the area have risen modestly in recent years, and the national economic context shows elevated mortgage rates alongside a stable unemployment rate. For a family considering the area, the cost of housing relative to income is above the national average, which may be a consideration.
Sturgeon Elementary presents as a small, rural school serving a predominantly white student body with moderate economic need. The academic results on state assessments, especially in mathematics, are low compared with other districts in Boone County. For a family that values a close-knit, small-town setting and a school where students are well known by staff, this may fit. A parent concerned about academic performance relative to the county would want to explore what interventions and supports are in place. The available data does not describe any specialized academic programs, so further inquiry with the school office would be necessary to understand what is offered beyond the core curriculum.
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