The top reported proficiency rate is 74% in English language arts. The lowest is 69% in Math.
Original Research by School Decision on Harrison Central Elementary
Harrison Central Elementary sits on Dedeaux Road in Gulfport, Mississippi, serving kindergarten through third grade as part of the Harrison County School District. It is a mid-sized school for its grade band, with enrollment spread fairly evenly across the four grades it covers. The student body reflects a genuine mix: the largest groups are Black and White students, each making up close to two-fifths of enrollment, with a meaningful portion of students identified as two or more races. Smaller numbers of Asian, Hispanic, and Native Hawaiian or Pacific Islander students round out the population. A substantial share of students qualify for free or reduced-price lunch, which is consistent with the broader economic profile of the area.
On academic performance, the picture is encouraging. Because the school stops at third grade, the only state testing results available are for grade three, the first year Mississippi administers the MAAP assessment. In math, a solid majority of third graders reached proficiency or above. In English language arts, the share meeting that bar was even higher. Both results point to a school where early-grade instruction is producing real outcomes, and where most children are hitting or exceeding the state's proficiency threshold by the time they sit for their first standardized tests. Participation rate data was not available, so there is a gap in confirming how complete the tested group was. Average scale scores were reported and sit at levels consistent with the proficiency rates, offering a second confirmation that these results are not anomalies. No multi-year trend data was provided, so it is not possible to say whether performance is improving, holding steady, or fluctuating over time.
The school does not have a graduation rate, and that is expected rather than missing: it serves no high school grades. The same applies to advanced coursework, dual credit, and career pathways, none of which apply to an early-elementary setting. We looked for data on discipline, course access, staffing ratios, and attendance and found none reported, so those dimensions of school environment remain unclear from the available sources. A parent wanting to understand class sizes or disciplinary climate would need to ask the school directly. Special population data, including students with individualized education programs and English learners, was also not reported, which is a notable gap for families who depend on those services.
Gulfport itself is a coastal city shaped by its geography and its recovery history. Publicly reported descriptions note that it began as a railroad terminus and lumber port, then grew into a diversified city with residential neighborhoods, commercial strips, and tourism-oriented development along the white sand beaches. The local economy leans on military operations, tourism, healthcare, and maritime commerce, with major employers including Memorial Hospital, the Naval Construction Battalion Center, Island View Casino, and the school districts themselves. The city has rebuilt repeatedly after disasters, most prominently Hurricane Katrina, and has continued adding civic anchors such as the Mississippi Aquarium, which opened on the storm's anniversary. Amtrak service recently returned to Gulfport. The built environment is largely auto-oriented, with Interstate 10 cutting east-west and U.S. 49 running north into the city. Street life concentrates downtown and along the beachfront rather than spreading evenly across neighborhoods.
Housing in the school's zip code is moderately priced relative to national figures but sits above the Mississippi state benchmark. Typical home values are in a range that many working families in the area can approach, and rents are modest. The gap between an estimated monthly mortgage and rent is meaningful, with renting coming in lower, which may factor into housing decisions for families new to the district.
We searched for recent parent-relevant changes in the Harrison County School District and found little that rose to the level of referendums, curriculum overhauls, or structural shifts, so that context is absent rather than negative. What the available evidence does show is an early-elementary school producing strong third-grade proficiency in a community with a distinct coastal identity and a diversified employment base. For families with young children, the academic results from grade three are the most concrete signal here, and they are a positive one. The missing pieces around staffing, special populations, and school climate are worth filling in through direct conversation with the administration before committing.
See more original research from School Decision →