The top reported proficiency rate is 18% in English language arts. The lowest is 5% in Science.
Original Research by School Decision on Long Walter V Es
Long Walter V Elementary sits in the east side of Las Vegas, within the Clark County School District, serving pre-kindergarten through fifth grade. It is a regular public school, neither a charter nor a magnet, drawing from the surrounding neighborhood in a part of the city where home values sit below both the Nevada and national benchmarks.
The school's enrollment is sizable for an elementary campus, with children distributed fairly evenly across the early grades. The student body is predominantly Hispanic, with a substantial Black population and smaller groups of white, multiracial, and Asian students. Every student qualifies for free or reduced-price lunch, which means the entire school community meets the federal threshold for economic need. This is a school where the whole student body meets the federal definition of economic need, and that context matters for how a family reads the academic results.
On state assessments administered under Nevada's SBAC framework, proficiency rates in both math and English language arts land well below what the state expects. Only a small fraction of tested students reached proficient levels in either subject, and science results were lower still, with very few students demonstrating grade-level mastery. Participation rates were strong, so the results reflect nearly the full tested population rather than a skewed sample. No average scale score data was available, and the state did not report multi-year trend information for this school, so families cannot see from this data whether performance is improving, declining, or holding steady over time. The absence of trend data is worth noting; a parent may want to ask the school directly about its improvement trajectory and what interventions are in place.
Because Long Walter V serves only pre-kindergarten through fifth grade, there is no graduation rate to report, and the school does not have high school-level course offerings or career pathways. This is expected for an elementary campus and does not indicate a gap.
Several data categories that would help round out the picture are missing. The state did not report English learner or special education enrollment figures for this school, so it is hard to gauge the share of students receiving language services or individualized education plans. Title I status was not reported, though the universal free-or-reduced-price-lunch rate strongly suggests the school would qualify. Discipline data, staffing levels, attendance patterns, and course access information were also absent from what was available. A family considering this school would benefit from asking the administration about class sizes, teacher experience, and what support structures exist for students performing below grade level.
The surrounding neighborhood offers relatively affordable housing by Las Vegas-area standards. Home values in the school's zip code run below the state median and just under the national figure, and they have been declining modestly. Renting here costs less per month than carrying a mortgage at current interest rates, which may matter for families weighing whether to rent or buy. The broader unemployment picture is stable, and median household income nationally has been climbing gradually, though the local picture for this specific neighborhood was not detailed in the available data.
Clark County School District is the parent district, and we searched for recent district-level changes that would affect families, such as policy shifts, curriculum updates, or funding referendums. The search did not return specific parent-relevant changes, so there is little to report here rather than guess at what might be in motion.
What the data paints is a school serving a high-need community in an affordable part of Las Vegas, with academic results that indicate substantial challenges in getting students to grade-level proficiency. For a family evaluating this school, the most productive next step would be a direct conversation with school leadership about how they are responding to these numbers, what intervention programs are in place, and what the classroom experience looks like day to day.
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