The top reported proficiency rate is 32% in English language arts. The lowest is 6% in Science.
Original Research by School Decision on Sewell C T Es
Sewell C T Elementary sits on East Lake Mead Drive in Henderson, part of the Clark County School District. It is a regular public school serving pre-kindergarten through fifth grade, and it draws from a city that has grown rapidly over recent decades through master-planned communities like Green Valley, Anthem, and Inspirada. Henderson is Nevada's second-largest city, about sixteen miles southeast of Las Vegas, with an economy rooted in logistics, financial services, media production, and back-office operations. The city has attracted more advanced industries per capita than the broader region and holds a higher concentration of residents with bachelor's and master's degrees. Publicly reported sources describe the built environment as car-dependent suburban development, connected by major highways, with an extensive recreational trail system and many parks rather than dense, walkable street grids.
The school's enrollment is mid-sized for an elementary campus. Its student body is predominantly Hispanic, with substantial White and Black populations and smaller groups of Asian, Native Hawaiian or Pacific Islander, multiracial, and American Indian or Alaska Native students. Every student qualifies for free or reduced-price lunch, which places the school firmly in a high-poverty context. Data on English learners and students with individualized education programs was not available, so those population sizes remain unknown here.
On state assessments, Sewell's results sit below where most families would want them. In English language arts, roughly a third of tested students reached proficiency. In math, about a quarter did. Science proficiency was very low, with only a handful of students clearing that bar, though science was tested in far fewer grades. Participation rates were strong across all three subjects, so the results reflect nearly the full tested population rather than a skewed subset. A parent weighing this school may want to ask administrators what instructional strategies and interventions are in place to move these numbers, and how the school communicates academic progress to families throughout the year.
No multi-year trend data was available, so it is not possible to say from this data whether proficiency is rising, flat, or declining. Average scale scores were also missing. Without several years of comparable results, a family gets only a single-year snapshot rather than a trajectory.
The school sits in a zip code where home values run somewhat below the Nevada state benchmark and modestly above the national figure. Values have softened slightly over the past year. Rents have held essentially flat. Buying a home here costs more per month than renting, by a few hundred dollars, which may factor into a family's housing decisions. The broader area has seen major commercial investment, including a large data center campus, and the city government itself is the largest single employer. Henderson hosts Nevada State University along with satellite campuses of several other institutions, giving the area a higher-education presence that elementary families may appreciate as a longer-term pathway.
Several data sections that would help round out the picture were absent. Title I status was not reported, though the universal free-or-reduced lunch rate suggests the school likely serves a population that would qualify. Discipline data, course access information, staffing ratios, and attendance figures were all missing, so this narrative cannot speak to those dimensions. No civil rights data was provided. No program offerings were listed, so families would need to contact the school directly to learn about any before- or after-school care, extracurriculars, or specialized academic supports. The district brief returned no parent-relevant policy or curriculum changes for Clark County School District, so there is nothing to report on that front.
Because Sewell serves only early elementary grades, there is no graduation rate, no college readiness data, and no AP or career-pathway information to assess. Those measures belong to the secondary schools a student would eventually attend. For now, the relevant questions are about foundational instruction, classroom environment, and how the school supports a high-need population through the early grades. The academic results here are a fact worth engaging with directly, and a conversation with school leadership would help a parent understand what is being done to strengthen outcomes.
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