The top reported proficiency rate is 17% in English language arts. The lowest is 7% in Math.
Original Research by School Decision on Kelly Matt Es
Kelly Matt Elementary School sits in Las Vegas within the Clark County School District, serving students from pre-kindergarten through fifth grade. It is a regular public school, not a charter or magnet campus. The school is located on J Street in the 89106 zip code, an area where home values and rents run below both state and national benchmarks, with both declining modestly over the past year. For families looking at the neighborhood, housing here is relatively affordable compared with the broader Las Vegas metro, and monthly rent in this zip code runs higher than the estimated monthly mortgage on a typical home, which may interest buyers.
The school's enrollment is moderate for an elementary campus, with students distributed fairly evenly across grade levels. Every student at Kelly Matt qualifies for free or reduced-price lunch, placing the school among those serving communities of concentrated economic disadvantage within the district. The student body is predominantly Black, with a substantial Hispanic presence as well. Small numbers of students identify as White, multiracial, American Indian or Alaska Native, Asian, or Native Hawaiian or Pacific Islander. Information on English learners and students with individualized education programs was not available in the data provided, so those population details go unrepresented here.
On state assessments administered under Nevada's SBAC testing program, Kelly Matt's proficiency results are low. In mathematics, a small fraction of tested students reached proficiency. In English language arts, the share meeting the bar was higher than in math but still well below what most families would hope to see. Science proficiency results were suppressed, likely owing to the smaller number of students tested in that subject at the elementary level. Participation rates were strong across all three subjects. Average scale scores were not reported. No multi-year trend data was available, so it is not possible to say from this data whether results are improving, holding steady, or declining over time.
The combination of universal free or reduced-price lunch eligibility and low proficiency rates tells a consistent story about the population the school serves. This is a campus working with a student body that faces concentrated economic disadvantage, and the academic results reflect that context. A parent evaluating Kelly Matt may want to ask the school directly what interventions, tutoring, or extended-learning programs are in place to accelerate achievement, and how the campus supports students reading below grade level in the early grades. The data does not include staffing ratios, so class size and teacher experience cannot be assessed here.
Several pieces of information that would help round out a family's understanding were absent. No civil-rights data on discipline or access was provided. No program offerings were listed, so it is unclear whether the school offers specialized art, music, physical education, or enrichment beyond the standard curriculum. Attendance and chronic-absenteeism figures were not included. The school's Title I status was not reported, though the universal free or reduced-price lunch rate strongly suggests the campus receives Title I funding. No neighbor comparison data was available to position Kelly Matt against nearby schools in the same part of Las Vegas.
The district-level brief for Clark County returned no parent-relevant policy, curriculum, or program changes that could be reported here. No locale brief was provided for the surrounding community.
What the available data describes is a small-to-midsize elementary school in an affordable corner of Las Vegas, serving an almost entirely low-income student body that is predominantly Black and Hispanic. State test results are low in both math and English language arts, with science results suppressed. Families considering this school would benefit from speaking directly with the principal and teachers about the academic supports in place and what the classroom experience looks like day to day, since the quantitative picture here is limited and the available results point to a school working against substantial economic headwinds.
See more original research from School Decision →