The top reported proficiency rate is 23% in Math. The lowest is 0% in Science.
Original Research by School Decision on Maywood Elementary School
Sitting in the small rural village of Maywood, Nebraska, Maywood Elementary School is a regular public school serving prekindergarten through sixth grade. The community is a quiet, predominantly residential place founded in the 1880s along a railroad line, and today it functions as a modest agricultural village with a slight population decline and a notable share of vacant housing. The school itself is a single-building campus integrated into the village center, and it is the only elementary option within the Maywood Public Schools district. Most families live in owner-occupied homes, and the local housing market is affordable compared with state and national benchmarks. The nearest larger commercial center is roughly a short drive away.
The student body is small, typical of a rural elementary school serving a low-density area. The majority of students are white, with a small Hispanic representation and a handful of students from other racial backgrounds. A substantial share of students qualify for free or reduced-price lunch, indicating a community with moderate economic need. The school does not report separate counts for students with disabilities or English learners, so a parent may want to ask the school directly about those supports.
State testing results for the most recent year show a sharp variation by grade and subject. In mathematics, one grade level posted a very high proficiency rate, while the other tested grades each recorded no students reaching the proficient level. In English language arts, one grade level saw about half of students proficient, while again the other grades reported no proficiency. Science results for the single tested grade also showed no proficiency. The overall academic picture is one of great inconsistency: a single strong cohort in fourth-grade math stands in contrast to very low scores in the rest of the school. The multi-year trend data, which includes only the most recent year for each grade, does not provide enough points to confirm a direction. Given the very small class sizes, one or two students can swing a proficiency percentage dramatically, and state testing at these grade levels may not capture the full range of student learning. Still, the pattern of very low proficiency in multiple grades is a soft spot that a parent would want to investigate further with the school, ideally by asking about classroom instruction, curriculum supports, and how the school addresses students who are not yet meeting benchmarks.
Because Maywood Elementary serves only through sixth grade, there is no graduation rate to report, and the school does not offer high school coursework such as Advanced Placement or dual-credit programs. The school environment and access data, including discipline, attendance, and staffing, were not available in the provided materials. A parent interested in those areas should request them directly from the district.
The district brief found no recent major changes to curriculum, pedagogy, or facilities that would register as a lasting impact for parents. The community is in a slow contraction or stabilization phase, with no new housing developments or large employers identified. The school itself is likely among the larger local employers, and the village offers limited civic infrastructure; families may find fuller services in nearby towns such as McCook.
This is a very small rural elementary school where academic performance varies widely across grades and subjects. The strong point is a standout math result in one grade, but the broader pattern of low proficiency in multiple other grades is a concern that warrants direct inquiry. The setting offers a quiet, affordable housing market and a close-knit village, but families should be prepared for limited local amenities and a need to travel for many services.
See more original research from School Decision →