The top reported proficiency rate is 42% in Science. The lowest is 20% in Math.
Original Research by School Decision on Marshall Elementary School
Marshall Elementary School sits in North Carrollton, Mississippi, a very small town that residents consider part of a single community with neighboring Carrollton, the county seat. The two are separated only by Big Sand Creek and share civic life along a compact Main Street corridor. North Carrollton developed around railroad tracks laid by Georgia Pacific and was once called Rathbone. Today it retains a quiet residential character with a handful of businesses, churches, and civic buildings, including the town hall and a volunteer fire station. J.Z. George High School, the other public school in town, sits nearby and shares the Carroll County School District with Marshall Elementary. A private school, Carroll Academy, operates in neighboring Carrollton.
The town's economy is small, concentrated in health care and social assistance, manufacturing, and educational services. Publicly reported data shows median household income is very low and the poverty rate is high. The homeownership rate sits below the national average. Recent years brought population growth and rising property values, though median household income declined over the same period. No specific housing developments or commercial construction projects surfaced in available search results. Most residents drive alone to work, and no public transit serves the town.
Marshall Elementary serves students from pre-kindergarten through sixth grade. The enrollment is modest for its grade band. Every student qualifies for free or reduced-price lunch, which places the school in a category where economic disadvantage is the norm rather than the exception. The student body is majority Black, with a substantial White minority and small shares of Hispanic, Asian, and multiracial students. Data on individualized education programs and English learner status was not available, so those populations could not be characterized here.
State assessment results come from the Mississippi Academic Assessment Program, or MAAP, and cover the current school year. In English language arts, proficiency rates hover in the lower to mid range across grades three through six, with third and fourth grade performing somewhat stronger than fifth and sixth. Mathematics proficiency is weaker, sitting lower than ELA at every grade level, with fourth grade the softest spot. Fifth grade science shows the school's strongest result, with a larger share of students reaching proficiency than in either math or ELA. Participation rates were not reported. Multi-year trend data was not available, so it is not possible to say whether these results represent improvement, decline, or stability over time.
A parent reading these results may want to look into how the school supports students performing below proficiency and what interventions or tutoring structures are in place. The data does not tell the whole story of instruction, classroom culture, or school climate, and a direct conversation with school leadership would help fill that picture.
The school's pre-kindergarten through sixth grade structure means younger children begin their schooling here and then transition to J.Z. George High School, which serves the upper grades within the same district. The district brief did not surface any parent-relevant changes such as facility updates, leadership transitions, or program shifts. Available results provided current enrollment and performance data but nothing meeting a lasting-impact threshold.
Several pieces of information that would help a parent form a fuller picture were absent from the provided data. There was no locale classification, no Title I status, no discipline data, no course access information, no staffing ratios, and no attendance figures. Civil rights data was empty. No program offerings were listed, so it is not possible to describe extracurriculars, arts instruction, or specialized academic pathways from what was provided. No neighbor comparison set was available to position Marshall Elementary against nearby schools. The community and economic context section carried no additional data beyond the locale brief.
What the available evidence shows is a small rural elementary school serving a high-poverty student population in a town with limited economic resources. Academic results are present and reported across tested grades, with English language arts outperforming mathematics and science sitting between the two. Families considering this school would benefit from asking school leaders directly about academic support structures, classroom resources, and the transition to the secondary level at J.Z. George High School.
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