The reported proficiency rate for Math is 30%.
Original Research by School Decision on Wellington-napoleon Elem.
Wellington-Napoleon Elementary serves students from pre-kindergarten through fifth grade in the small, rural community of Wellington, Missouri, about a 35-mile drive east of Kansas City. The school is the elementary campus of the Wellington-Napoleon R-IX district, and it is a regular public school, not a charter or magnet. The town itself is a quiet, predominantly residential place with a small downtown, limited commercial activity, and a population that has been slowly declining or flat over recent years. Most residents commute out of town for work, and the local economy is built around construction, manufacturing, and educational services. The housing market is modest relative to national benchmarks, with home values that have risen gradually.
Wellington-Napoleon Elementary serves roughly 175 students from pre-kindergarten through fifth grade. The student body is overwhelmingly white, with a small Hispanic population and a very small number of students who identify as American Indian or Alaska Native or as two or more races. About a third of students qualify for free or reduced-price lunch, a share that places the school in a middle range for economic need. The school is a regular public school, not a charter or magnet, and it is the only elementary school in the Wellington-Napoleon R-IX district.
State testing data for the 2024-25 school year is limited. For most grade levels and subjects, results were suppressed, meaning the state did not release them, likely due to small group sizes. The only reported result is for fifth-grade math, where about three in ten students scored at the proficient level or above. That single figure places the school below the midpoint among districts in Lafayette County for overall proficiency across tested subjects and grades. No English language arts or science results were reported for any grade, and no multi-year trends are available. A parent looking for a clear picture of academic performance will find the available data thin and will want to ask the school directly for more detail on how students are progressing in reading, writing, and science.
The school is small, with enrollment spread fairly evenly across grades from kindergarten through fifth grade, plus a pre-kindergarten program. Class sizes are modest. The student body is almost entirely white, with a small Hispanic population and a handful of students who identify as American Indian or Alaska Native or as two or more races. About a third of students qualify for free or reduced-price lunch, a share that is moderate for a rural Missouri elementary school. Data on students with disabilities and English learners was not available, so a parent with a child in either category should ask the school directly about available supports.
The school sits in a community that is car-dependent and quiet. Wellington has a small downtown, but daily life revolves around private vehicles, and most residents commute elsewhere for work. The town has seen slow, stable population trends with no major development booms. Home values are below the state median, and the housing market is affordable relative to national averages. The district itself did not have any recent parent-relevant changes publicly reported, so the school environment appears stable without major shifts in leadership, boundaries, or programming.
For a family looking at this school, the picture is one of a small, rural elementary school with a largely homogeneous student body and a moderate level of economic need. The academic data is too sparse to draw firm conclusions about overall performance, and a parent will want to visit and ask about classroom instruction, curriculum, and how the school supports students who are struggling. The community is quiet and car-dependent, with limited commercial activity and a slow-growth housing market. This is a setting that may appeal to families seeking a small-town, low-key environment where the school is a central part of a tight-knit community, but the lack of detailed academic results means a parent should not rely on test scores alone to judge the school.
See more original research from School Decision →