The top reported proficiency rate is 47% in Science. The lowest is 35% in Math.
Original Research by School Decision on Alfonza W Davis Middle School
Alfonza W. Davis Middle School, a regular public school in Omaha Public Schools, serves grades six through eight. It is a mid-sized middle school in the city’s northern reaches, drawing its student body from a wide attendance area. The school operates as a standard middle school offering the Nebraska state curriculum; no magnet or special program designation is recorded.
State testing results from the most recent school year show that proficiency rates in math, English language arts, and science all fall below the midpoint among Douglas County districts. In math, the share of students meeting proficiency standards climbs modestly from sixth to eighth grade, but the overall rate sits in a range many families would consider low. English language arts follows a similar pattern, with the highest eighth-grade proficiency still below half the tested students. Science, tested only in eighth grade, shows a somewhat higher proficiency share, though still under half. The school’s overall proficiency index places it in the bottom quartile relative to other districts in Douglas County, meaning the typical middle school in the area posts higher results across tested subjects.
A multi-year trend suggests that achievement levels have been relatively stable over recent years, with no steep swings in either direction. Parents should note that the school does not serve high school grades, so there is no graduation rate to evaluate. Chronic absenteeism data, student-teacher ratios, and discipline statistics are not reported in the available records.
The student body reflects a mix of racial and economic backgrounds. White students make up the largest single group, followed by Black students, then Hispanic students, Asian students, and students identifying as two or more races. Small numbers of American Indian or Alaska Native and Native Hawaiian or Pacific Islander students are also enrolled. Information on the share of students eligible for free or reduced-price meals is missing from the data, as are counts for students with disabilities and English learners. A family considering this school may want to ask school officials directly about the level of support services available and how the school serves students who need extra academic help.
Omaha Public Schools, the parent district, has in recent years launched a major literacy initiative called Moonshot, committing to have all students reading on grade level by 2030. The district has embedded structured literacy and the Science of Reading into its curriculum, representing a system-wide pedagogical shift that will affect middle school reading instruction as well as elementary grades. Parents at Davis Middle School can expect this focus on foundational reading skills to be part of the school’s approach.
The broader Omaha context is one of a large, economically diverse city. The city is home to four Fortune 500 headquarters and a metro economy anchored by finance, engineering, and logistics. Housing values in the zip code serving this part of Omaha are above the state median and close to the national median, reflecting a moderately priced market relative to other major cities. The area north of downtown where the school is located is a mix of residential neighborhoods and developing commercial corridors. Omaha’s downtown core, with its cultural institutions, RiverFront park, and entertainment district, is a short drive south. The city has experienced modest population growth in recent years, and the school district serves a large, diverse population spread across a broad geographic area.
For a family evaluating Alfonza W. Davis Middle School, the picture is straightforward. The school serves a diverse student body in a stable urban district with a new district-wide focus on literacy. Academic proficiency on state exams is below the Douglas County average, a point families should explore with the school regarding specific instructional approaches, intervention programs, and how the school supports students who are not yet meeting benchmarks. The absence of some common data points, such as poverty rate and special education enrollment, makes it harder to assess the full context of the school’s challenges and resources. A visit, a conversation with the principal, and a look at school-level offerings would be valuable next steps for any family considering enrollment.
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