The top reported proficiency rate is 21% in English language arts. The lowest is 2% in Science.
Original Research by School Decision on Manch J E Es
Manch J E ES sits on Lamont Street in the 89115 ZIP code of Las Vegas, serving pre-kindergarten through fifth grade as a regular public school within the Clark County School District. It is a neighborhood elementary school in the conventional sense: no charter status, no magnet designation. The campus draws from a surrounding community where home values sit well below both the Nevada and national benchmarks, and where renting costs meaningfully less per month than carrying a mortgage at current rates. Home prices in the attendance area have dipped modestly over the past year, tracking a broader softening across the state, while rents have crept up slightly. The price-to-income ratio for buyers here runs high relative to the national figure, which shapes who can purchase in the zone and who rents.
The student body is sizeable for an elementary campus, and every child qualifies for free or reduced-price lunch. The school's enrollment is predominantly Black and Hispanic, with smaller shares of multiracial, white, Asian, and Native Hawaiian or Pacific Islander students. Pre-kindergarten through fifth grade is represented across the campus, with the largest concentrations in second and fifth grades. Information on English learner identification and individualized education program participation was not available in the data provided, so those population details go unnamed here rather than guessed.
On state assessments, Manch J E ES posts proficiency rates that sit well below where most families would hope to see an elementary school land. In English language arts, roughly one in five tested students reached proficiency on the SBAC in the most recent year. In math, the share was lower still, with about one in nine clearing that bar. Science results were especially low, with only a handful of tested students demonstrating proficiency. Participation rates were strong across all three subjects, which means the results reflect nearly the full tested population rather than a narrow slice. Average scale scores were not reported, so it is hard to read how close the non-proficient students came to the threshold. Trend data across multiple years was also unavailable, so there is no way to tell from the provided figures whether performance is improving, flat, or declining. A parent evaluating this school may want to ask the administration directly about what improvement plans are in place and how the campus supports students working below grade level.
The broader district context offers limited guidance here. A search for recent parent-relevant changes in Clark County School District returned general information about county governance rather than specific policy, curriculum, or program shifts that would affect families at this campus. That gap is worth naming: without district-level direction, it is harder to situate Manch J E ES within any stated improvement initiative or strategic priority.
Several other data sections that would round out a full picture were absent. No discipline data, staffing ratios, attendance figures, or course-access details were provided. Title I status, which would typically apply at a school with universal free or reduced-price lunch eligibility, was not recorded in the dataset. No programs listing was available, so whether the campus offers extended-day learning, summer enrichment, dual-language instruction, or specialized interventions is not something this profile can confirm. Civil rights data was also empty.
What the available information does convey is a large, high-poverty elementary school in an affordable Las Vegas neighborhood, serving a predominantly Black and Hispanic student population, with state test results that point to real academic challenges in core subjects. Families considering this school would benefit from a direct conversation with school leadership about instructional support, intervention programming, and any plans underway to strengthen outcomes.
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