The top reported proficiency rate is 23% in English language arts. The lowest is 4% in Science.
Original Research by School Decision on Beckley Will Es
Beckley Will Elementary School sits in Las Vegas as part of the Clark County School District, serving pre-kindergarten through fifth grade. It is a regular public school, not a charter or magnet, and it operates on a traditional grade band that starts with a pre-K class and runs through fifth grade.
The student body is sizeable for an elementary school, with the largest concentrations in the early and middle elementary grades. Every enrolled student qualifies for free or reduced-price lunch, which reflects a uniformly high-poverty enrollment. The school's racial and ethnic composition is predominantly Hispanic, with smaller Black, white, and multiracial populations and a few students from Asian, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native backgrounds. This is a community where nearly all families are navigating economic pressure, and the school serves as a full-service elementary pathway for that population.
On state assessments from the most recent year, Beckley Will's results are weak. In math, roughly a fifth of tested students in grades three through five reached proficiency or above on the SBAC. In English language arts, the share was similar, just under a quarter. Science results, which come from the fifth-grade test only, were strikingly low, with only a handful of students clearing the proficiency bar. Participation was strong across all three subjects, which means the results reflect nearly the full tested population rather than a skewed sample. There is no multi-year trend data available, so it is not possible to say from the provided information whether these numbers represent a decline, a plateau, or something else. Average scale scores were also missing from the data.
A parent looking at these proficiency rates may want to ask the school directly what improvement plans are in place and how progress is being tracked year to year. The combination of universal economic need and low proficiency suggests the school is working with a student population that may arrive with substantial ground to cover, and the question is whether the instructional supports are closing that gap.
Several data points that would help a parent form a fuller picture are absent. The school's IEP rate and English learner rate were not reported, so there is no way to characterize the special education or language-learner population from the provided data. Information on discipline, course access, staffing ratios, and attendance was also unavailable. No program offerings were listed, so whether the school provides anything beyond standard elementary instruction, such as arts enrichment, extracurriculars, or specialized interventions, is not clear from this data. No locale brief was provided for the surrounding area, and the district brief turned up nothing parent-relevant, noting only that searches returned county-level government and geography content rather than school district policy, curriculum, or budget changes.
The housing context for the school's zip code is relatively accessible compared with the broader state. Typical home values sit below the Nevada state benchmark and close to the national figure, and rents are moderate. The estimated monthly mortgage in this area runs higher than typical rent, which means renting is the more affordable path for most families here. Home values have dipped modestly year over year, while rents have held about flat. For a family considering relocation to this school's attendance zone, the housing market is comparatively approachable for the Las Vegas metro area.
What the data supports is a picture of a high-poverty elementary school with low academic proficiency across all tested subjects, particularly in science. Without trend data, program details, or staffing information, the narrative remains incomplete. A parent weighing this school would benefit from asking about academic improvement strategies, available enrichment or intervention programs, and how the school supports its English learners and students with disabilities.
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