The top reported proficiency rate is 30% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Thomas Ruby S Es
Thomas Ruby S Elementary sits in Las Vegas within the Clark County School District, serving students from pre-kindergarten through fifth grade. It is a regular public school, neither a charter nor a magnet, and its enrollment is moderate for an elementary campus of its grade band. The student body is predominantly Hispanic and Black, with smaller representation from Asian, white, and multiracial students. Every student at the school qualifies for free or reduced-price lunch, which is the clearest signal here about the economic context in which the school operates.
On state assessments for the most recent reported year, the school's results are weak across all three tested subjects. English language arts shows the highest proficiency of the three, though it remains low in absolute terms. Mathematics proficiency is lower still. Science proficiency, tested only in fifth grade, is very low. Participation rates were strong, so the results reflect nearly the full tested population rather than a skewed sample. Average scale scores were not available, which limits the picture to proficiency rates alone. A parent comparing this school to others in the Las Vegas area will want to look into what academic supports and interventions the school has in place, and how leadership is responding to these results.
We looked for multi-year trend data to see whether proficiency is moving in a particular direction, but none was available. This means there is no way from the provided data to tell whether the school is improving, holding steady, or losing ground. IEP and English-learner rates were also missing, so we cannot characterize the share of students receiving special-education services or those who are learning English. These gaps often reflect reporting differences at the school level rather than an absence of services, but the data we have does not explain the reason.
No locale brief was available for the surrounding community, so we cannot describe neighborhood character, nearby amenities, or growth patterns from the provided data. Housing figures for the school's zip code give some shape to the economic setting. Home values sit well below both the Nevada state benchmark and the national benchmark, and both home values and rents have been declining year over year. Rents are modest relative to typical household income, and the estimated monthly mortgage for a buyer at current rates runs above what renting costs. This is a relatively affordable part of the Las Vegas metro by price, though the declining values may reflect broader softness in this particular pocket.
We searched for recent Clark County School District changes that would matter to parents, such as policy shifts, curriculum updates, bond measures, or tax changes, but found little that was specific and actionable. The search returned information focused on county geography and government structure rather than school district policy. We left it out rather than guess.
No data was available on discipline, course access, staffing, attendance, or civil-rights indicators. Programs data was also absent. Without staffing figures, we cannot speak to class sizes or teacher experience. Without attendance data, we cannot gauge chronic absenteeism. Without discipline data, we cannot assess suspension rates or climate. These are areas a parent would reasonably want to understand, and the school or district would be the next stop for that information.
What the available data does say clearly is that Thomas Ruby S is a neighborhood elementary school serving a high-poverty student population in an affordable part of Las Vegas, with state test results that are low across all tested subjects. The school's context is one where economic need is concentrated, and academic outcomes have not yet caught up with where families would want them. Whether this school is the right fit depends heavily on what a family can learn beyond these numbers: the quality of teaching in the classroom, the supports for struggling readers and mathematicians, and the responsiveness of school leadership to the data in front of them.
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