The top reported proficiency rate is 25% in English language arts. The lowest is 3% in Science.
Original Research by School Decision on Ronzone Bertha Es
Ronzone Bertha Elementary sits on Stacey Avenue in Las Vegas, serving pre-kindergarten through fifth grade as part of the Clark County School District. It is a regular public school, not a charter or magnet, and it draws from a working-class pocket of the broader Las Vegas metro area.
The school is sizable for an elementary campus, with enrollment spread fairly evenly across its grade levels. Its student body is predominantly Hispanic, with a smaller Black population and very small numbers of white, Asian, multiracial, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander students. Every student qualifies for free or reduced-price lunch, which places the school firmly in a high-poverty context and means the campus likely operates with federal Title I support, though the data does not confirm a Title I designation directly.
On the most recent state assessments, a modest share of tested students reached proficiency in math, and English language arts results were similar. Science proficiency was far lower, with only a small number of students clearing the bar. Nearly all eligible students participated in testing, which means these results reflect the school broadly rather than a skewed subset. The results, taken at face value, point to real academic challenges, particularly in science. A parent weighing this school may want to ask how the campus supports core literacy and numeracy growth, and what science instruction looks like in the upper elementary grades. This is the kind of profile where understanding the school's intervention systems, tutoring availability, and teacher retention matters more than a single year's test numbers can convey.
No multi-year trend data was available, so it is not possible to say whether proficiency is improving, holding steady, or declining over time. That gap limits any read on whether the current results reflect a temporary dip or a longer-standing pattern.
Information on English learner and special education populations was not reported in the data we received, which is a real absence for a school serving a predominantly Hispanic community in Las Vegas, where many students may be developing English alongside their home language. A parent whose child falls into either category should ask the school directly about services and staffing for those programs.
The housing market around the school offers a more affordable entry point than much of the Las Vegas area. Home values in the school's zip code sit below both state and national levels, and both home values and rents have been edging downward recently. Rents in particular are modest relative to broader regional patterns. For a family weighing where to live, this neighborhood presents relatively low housing costs, though the declining values suggest limited near-term equity growth for buyers.
Several categories of information were thin or absent. No data was available on staffing ratios, teacher experience, course offerings or special programs, discipline practices, attendance rates, or civil-rights indicators such as access and harassment. The comparison fact-set that would position this school against others in Clark County was also missing. We searched for recent parent-relevant changes in the Clark County School District, such as policy shifts, curriculum updates, or budget decisions, but found nothing that met that bar. Without these pieces, a full picture of the school's environment and how it stacks up against nearby options is incomplete. A parent considering this campus would benefit from a direct visit and questions to the front office about what the state data does not capture.
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