The top reported proficiency rate is 14% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Chambers Elementary School
Chambers Elementary School serves students from prekindergarten through sixth grade in the village of Chambers, a small agricultural community in Holt County, Nebraska. The school is a regular public school and the only elementary building in the Chambers Public Schools district, which also includes a secondary school for older students. The village itself is rural, with a long-established ranching and farming economy. It has experienced population fluctuation in recent decades, and available information suggests the community is more stable or slowly declining than growing. Housing in the area carries a lower price point than state and national medians, and home values have recently moved downward. There is no evidence of major new development or a city planning apparatus; the village is administered by a Village Board, and civic life is anchored by the annual Holt County Fair, a community center, and the school itself.
The school is located within the village, not on a separated campus, and is a natural part of the compact town center. Total enrollment is small, as would be expected given the village's size and rural setting. The student body is predominantly white, with a modest share of Hispanic students and a single Native American student. More than a third of students qualify for free or reduced-price lunch, indicating that a substantial portion of families are in a lower income bracket. Data on students with disabilities and English learners is missing from the available records, so it is not possible to say how those populations are served.
Academically, the picture is mixed and calls for careful interpretation. On the state's annual assessments, reported proficiency rates are zero percent in mathematics for every tested grade from third through sixth. In English language arts, most grade levels also show zero percent proficient, except for fifth grade, where roughly half of students met the proficiency standard. Science results for fifth grade similarly show zero percent proficient. Looking at a broader five-year trend, the school's overall ELA proficiency rate appears to have moved from a higher level to a lower one, but with only a small number of students tested each year, single-year results can swing sharply. The school's overall proficiency index, which averages rates across all tested subjects and grades, places it in the bottom quartile when compared with other districts in Holt County. A parent considering the school should be aware that these numbers are driven by a very small testing cohort: a few students not reaching the bar can produce very low percentages. It would be worthwhile to discuss with the school how academic support is structured and what the trajectory looks like for students moving into the upper elementary grades.
No graduation rate applies because the school serves only elementary grades. Information on chronic absenteeism, discipline, and course access is not available in the data provided. The district brief turned up no recent parent-relevant changes such as new programming, boundary shifts, or leadership transitions.
For a family weighing this school, the primary context is the village and the district's size. Chambers Elementary is a very small school in a tight-knit rural community where the school is a central institution. The peer group will be small and predominantly white, with a minority of students from lower-income households. The academic results on state tests are low in nearly every tested category, which may reflect the challenges of a small cohort as much as instructional quality, but a parent should look into how the school addresses this. The housing market is affordable by state and national standards, and the area is not experiencing growth pressure. This is a setting that would fit a family seeking a rural, small-school environment with a close community feel, but one that should go in with eyes open about the academic achievement data and ask the school directly about its plans for improvement and individual student support.
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