The top reported proficiency rate is 0% in Math.
Original Research by School Decision on King Elementary School
King Elementary School sits in the city of Omaha, Nebraska’s largest city and a regional economic hub anchored by Fortune 500 headquarters and a mix of historic downtown districts and sprawling residential neighborhoods. The school is a regular public elementary school within Omaha Public Schools, serving students from pre-kindergarten through fifth grade. Its enrollment is moderate for an elementary school, and the student body is predominantly Black and Hispanic, with smaller shares of Asian, White, multiracial, and American Indian or Alaska Native students. Information on the share of students qualifying for free or reduced-price lunch, receiving special education services, or classified as English learners was not available in the data we reviewed, so a fuller picture of the school’s economic and support needs is not possible from this profile alone.
What stands out most sharply from the available data is the school’s academic performance on Nebraska’s state assessments. For the 2024-25 school year, King Elementary reported proficiency rates of zero percent in math, reading, and science across every tested grade, from third through fifth. This means that, according to state testing, no students at King scored at the proficient level in any subject. In the context of Douglas County’s school districts, the school’s overall proficiency index falls in the bottom quartile, a position that reflects the severity of the challenge. The multi-year trend data shows a single prior snapshot for reading at roughly a third of students proficient, but the most recent year shows none; the pattern is difficult to interpret without the intervening years, but the current result is unambiguous. A parent considering King Elementary would want to understand this deeply and ask the school directly about its instructional strategies, interventions, and the specific steps being taken to raise student achievement.
The district that oversees King, Omaha Public Schools, launched a major literacy initiative in 2024 called Moonshot, with a goal of all students reading on grade level by 2030. The initiative incorporates the Science of Reading and structured literacy, representing a multi-year shift in how reading is taught across the district’s elementary schools. This is publicly reported and may be a relevant factor for families at King, though the school’s own implementation and results are not detailed in the data we have.
Omaha itself offers a wide range of civic and cultural institutions, from the Henry Doorly Zoo and the Old Market district to the renovated RiverFront parkland and the Bob Kerrey Pedestrian Bridge. The city’s economy is strong, with major employers in finance, engineering, and logistics, and the population has grown modestly in recent years. Housing values and rents in the area are moderate relative to national benchmarks, and the unemployment rate is low. None of this changes the academic picture at King, but it provides the broader context of a stable, economically diverse city where the school operates.
The data set lacks information on many other dimensions that matter to families: the school’s disciplinary climate, teacher qualifications and experience, class sizes, attendance rates, and any specialized programs or enrichment offerings. Without these, the portrait of King Elementary is incomplete. What is clear is that the school serves a diverse student body in a large urban district, and that its state test results are at the very bottom of the performance range for Douglas County. A parent looking at this school should plan to visit, talk to the principal and teachers, and ask about the specific academic supports and interventions in place, especially given the district’s public commitment to foundational literacy.
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