The top reported proficiency rate is 36% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Elementary School at Johnson
The Elementary School at Johnson serves students from Pre-K through sixth grade in the small, rural village of Johnson, Nebraska, as part of the Johnson-Brock Public Schools district. It is a regular public school with a very small enrollment, and the student body is almost entirely white. About a quarter of students come from low-income households, as indicated by free or reduced-price meal eligibility. Because the school does not serve high school grades, no graduation rate is reported, which is typical for an elementary campus.
State assessment results from the 2024-25 school year are available for math, English language arts, and science, though the picture varies by grade and subject. In math, proficiency rates among tested grades range from a very low level in third and fourth grade to a majority of students meeting the standard in fifth and sixth grade. In English language arts, performance also varies: third and fifth graders showed a majority proficient, while fourth and sixth graders posted very low proficiency. Science results for fifth grade show a very low proficiency rate. These sharp differences between grades in the same school may reflect the very small number of students tested in each grade, where a small count of students can heavily influence the percentage. A parent may want to discuss these patterns with the school to understand how instruction and support differ across grade levels.
A multi-year trend view for the school as a whole shows that in 2024-25 the combined proficiency rate across all grades was below the state average in both math and English language arts, and the school’s overall proficiency index ranks in the bottom quartile among districts in Nemaha County. That comparison is limited, however, because the county contains only a few districts and one other elementary school reported comparable data. The school occupies a rural setting with limited local amenities; Johnson itself is a tiny village of a few hundred residents with a small downtown and a Village Hall but no public library or park identified in available sources. Most employed residents commute to nearby towns for work, and the housing stock is modest, with home values and rents below national benchmarks. The village has seen slight population and property value growth in recent years, but the extremely small land area constrains new development.
No information about advanced coursework, enrichment programs, staffing ratios, or discipline was available for this school, so the academic program beyond the core subjects is not described here. The district brief turned up no recent parent-relevant changes such as curriculum shifts or facility referendums, leaving a largely static backdrop.
For a family, the Elementary School at Johnson offers a very small, rural learning environment for children from Pre-K through sixth grade. The testing results show uneven proficiency that a parent would want to investigate further with the school, especially given how small class sizes can affect reported outcomes. The village itself is quiet and residential, with most daily needs requiring a drive to a larger town. This setting suits families who prioritize a small close-knit community and are comfortable with the limited local services and the variability in academic performance the data suggests.
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