The top reported proficiency rate is 46% in English language arts. The lowest is 16% in Science.
Original Research by School Decision on Adcock O K Es
Adcock O K Elementary sits on Hyde Avenue in Las Vegas, serving pre-kindergarten through fifth grade as part of the Clark County School District. It is a regular public school drawing from a neighborhood where home values sit below both the Nevada and national benchmarks, with those values edging downward over the past year. Rents in the surrounding zip code have risen slightly, and for families weighing whether to buy or rent, renting comes in meaningfully cheaper each month than carrying a mortgage at current interest rates. The broader economic backdrop shows a steady unemployment picture nationally and a moderate median household income.
The school's enrollment is modest for an elementary campus, with students spread across its grade bands plus pre-kindergarten. Every student qualifies for free or reduced-price lunch, which places Adcock firmly in the category of schools serving a high-poverty community. The student body is predominantly Hispanic, with smaller groups of white, Black, and multiracial students, along with a few Asian, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native students. We looked for the school's individualized education program and English learner rates, but those figures were not reported in the available data.
On state assessments administered under Nevada's SBAC framework, Adcock's math and English language arts results landed in a middling range, with just under half of tested students meeting or exceeding proficiency in each subject. Participation was strong across the board. Science results were markedly lower, with only a small fraction of tested students reaching proficiency. This is a pattern a parent may want to look into further with the school, particularly how science instruction is sequenced and supported across the upper elementary grades. We searched for multi-year trend data to see whether these results represent an improvement or decline, but no comparable prior-year figures were available.
Several pieces of context that would help round out the picture are absent. The school's locale classification was not provided, so we cannot say whether it sits in an urban, suburban, or other setting beyond its Las Vegas address. Title I status was not reported, though the universal free or reduced-price lunch rate suggests the school likely receives federal support for high-poverty populations. Civil-rights data covering discipline, harassment, or access to advanced coursework was not included. Staffing figures, attendance rates, and course-access details were also missing, so we have no window into class sizes, teacher experience, or specialized programming from this data set. The school does not serve high school grades, so there is no graduation rate to report; that gap simply reflects the grade band served.
At the district level, we searched for recent Clark County School District policy changes, curriculum shifts, referenda, or tax measures that might affect families, but the search returned results focused on county government geography rather than district-level decisions. We left that section out rather than infer something the data did not show.
What the available picture does convey is a neighborhood elementary school serving a largely Hispanic, high-poverty student population in a part of Las Vegas where housing costs run below state and national levels. Academic results in math and reading are moderate, science proficiency is low, and several data points that parents often rely on to judge school climate and support were not reported. Families considering Adcock would do well to ask the school directly about science instruction, available interventions, staffing ratios, and any Title I-funded services, since those details are not visible in the public data reviewed here.
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