The top reported proficiency rate is 65% in English language arts. The lowest is 61% in Math.
Original Research by School Decision on Carterville Elem.
Carterville Elementary serves kindergarten through fourth grade in the Webb City R-VII school district, and it sits in the small, quiet town of Carterville in Jasper County, part of the Joplin metropolitan area. The school is a regular public school, not a charter. The town itself is a former lead-mining camp that now functions as a primarily residential community with modest housing stock; its main street is the former U.S. Route 66. The population has been essentially flat for decades, and the community is car-dependent with limited commercial activity. Civic life centers on City Hall, and the school sits within a town small enough that its footprint is likely near the town center.
The student body draws from this stable, modest community. A substantial share of students qualify for free or reduced-price lunch. The enrollment is small for an elementary school serving these grades. Racially, the student population is largely white, with a Hispanic share and a smaller share of students who identify as two or more races; Asian students are not represented in the data, and Black and American Indian or Alaska Native students each make up a tiny fraction of the enrollment. Information on the share of students with disabilities or those learning English was not available; a parent may want to ask the school directly about the support structures for these groups.
On state assessments, the school’s performance is strong relative to other schools in Jasper County. The overall proficiency measure across tested subjects and grades, which takes a mean of reported scores, places Carterville Elementary in the top quartile when compared to other schools in the county; the county set included seven districts for this comparison. Looking at the individual results that were reported, third-grade math and third-grade English language arts both showed a majority of students reaching the proficient or advanced level. Fourth-grade math also showed a majority of students reaching that bar. The fourth-grade English language arts result was suppressed, meaning the data was not reported publicly, which sometimes happens when the tested group is small; a parent might ask the school for clarification on how their child’s grade performed in reading.
Because this is a kindergarten-through-fourth-grade building, there is no graduation rate to report. The school does not serve high school grades, so those metrics simply do not apply here. Similarly, program offerings such as Advanced Placement, dual-credit, or career pathways are not relevant for an elementary school, and no such data was available.
The district brief showed no lasting parent-relevant changes confirmed from available sources. That does not mean nothing is happening, only that publicly reported information about recent shifts in policy, boundaries, or leadership was not found.
For a family considering this school, the picture is of a small, community-anchored elementary school in a stable, low-growth town. The academic outcomes are strong compared to other schools in the county, particularly in the grades and subjects where data is available. The student body has a substantial share of economically disadvantaged children. The town itself offers little in the way of commercial activity or walkability; this is the kind of place where most errands require a drive. A parent looking for a very small elementary school with solid test scores and a mostly white, modest-income student body would find Carterville Elementary a reasonable fit. A parent wanting more program variety or a more diverse student environment may find the options limited.
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