The top reported proficiency rate is 41% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Decker C H Es
Decker C H Elementary School sits on South Redwood in Las Vegas, serving pre-kindergarten through fifth grade as part of the Clark County School District. It is a regular public school, and its enrollment is sizable for an elementary campus, with students distributed fairly evenly across the grade levels.
The student body reflects the broader character of its surrounding neighborhoods. Hispanic students make up the majority, with smaller groups of Black, Asian, White, and multiracial students rounding out the population. Every student at Decker qualifies for free or reduced-price lunch, which marks this as a school serving a community where economic need is concentrated and universal. Information on English learner identification and special education enrollment was not available in the data provided, so those dimensions of the school's student profile remain undescribed here.
On state assessments administered through the SBAC in the most recent reported year, Decker's results in English language arts and math landed in a moderate range. A fair share of tested students reached proficiency in both subjects, with ELA slightly ahead of math. Science results, which in Nevada typically reflect only the fifth grade, were markedly lower, with only a small fraction of tested students demonstrating proficiency. Participation was strong across all three subjects, with nearly all eligible students completing the assessments. The state did not provide average scale scores, and no multi-year trend data was available, so there is no way to compare these results against the school's own prior performance. A parent evaluating academic fit may want to ask the school directly how it approaches science instruction and whether the low science proficiency reflects a broader pattern or a single-year result.
Because Decker serves only early childhood through fifth grade, it has no graduation rate, no advanced coursework, and no college or career readiness metrics. Those data points simply do not apply to a school at this grade band. The data also did not include information about programs, extracurricular offerings, staffing levels, class sizes, discipline patterns, attendance rates, or a Title I designation, though the universal free-lunch rate suggests the school likely operates under that federal framework. Without staffing or program details, it is difficult to characterize the school's instructional approach or resource levels beyond what test results and demographics convey.
The surrounding zip code offers one of the more affordable housing markets in the Las Vegas area. Typical home values here sit well below both the Nevada state benchmark and the national benchmark, and the area has experienced a decline in home values over the past year. Rents are modest relative to the broader region, and the rent-to-income ratio suggests that renting is within reach for working households in a way that homeownership may not be, given current mortgage rates. The gap between typical monthly rent and the estimated monthly mortgage payment on a median-value home is wide enough that renting remains the more affordable path for most families in this area. Publicly reported economic indicators show steady national employment figures, though local wage data specific to this neighborhood was not included.
We searched for recent parent-relevant changes in the Clark County School District but found little that spoke directly to policy, curriculum, referendum, or tax shifts affecting families at the school level. Results tended to focus on county governance and geography rather than district-level decisions. Without a locale brief for the immediate neighborhood, community context beyond housing and the school's own demographic profile is limited.
What the picture does convey is a large elementary school serving a predominantly Hispanic, high-poverty student body in an affordable corner of Las Vegas. Test results show a school holding its own in reading and math but struggling in science, with no trend data to indicate whether performance is improving or slipping. Families considering Decker would benefit from asking the school directly about its instructional supports, staff retention, and any targeted interventions, since those pieces were not available in the data reviewed.
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