The top reported proficiency rate is 29% in English language arts. The lowest is 6% in Science.
Original Research by School Decision on Katz Edythe & Lloyd Es
Katz Edythe & Lloyd Elementary School sits on Rock Springs Drive in Las Vegas and serves prekindergarten through fifth grade as a regular public school in the Clark County School District. The campus enrolls a mid-sized elementary population for its grade band, with a fairly even spread across the early grades and a prekindergarten class that adds a youngest cohort. The student body is predominantly Hispanic, with Black students forming the next largest group, followed by smaller White and multiracial populations, along with a handful of Asian, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native students. Every student in the building qualifies for free or reduced-price lunch, which marks this as a community serving families across a broad economic range, concentrated toward the lower end.
On state assessments, Katz Edythe & Lloyd shows a mixed academic picture. English language arts is the relatively stronger area, with roughly three out of ten tested students reaching proficiency. Math sits lower, with closer to a quarter of students proficient. Science results are markedly lower still, with only a small handful of tested students clearing the proficiency bar. Participation was solid across all three subjects. Average scale scores were not available, so there is no additional context on how students cluster around the proficiency cut line. A parent trying to understand the science results in particular may want to look into this further with the school, given how few students reached proficiency and how small the tested group is. No multi-year trend data was available, so it is not possible from this data to say whether these results are improving, holding steady, or declining relative to prior years.
Several pieces of information that parents often rely on were absent from the available data. The school's individualized education program rate and English learner rate were not reported, so the share of students receiving special education services or language support is unknown here. No locale brief was available for the surrounding area, which limits the community context we can provide. The district brief search returned nothing parent-relevant for Clark County School District; publicly reported results focused on county geography and government structure rather than school policy, curriculum, referendum, or tax changes. Civil-rights data, program offerings, course access, staffing levels, attendance figures, discipline data, and a Title I designation were all missing as well. Without these, a full picture of the school's support infrastructure and offerings is not possible from this source alone.
The housing market around the school's zip code tells a practical story for families considering the area. Home values sit below the Nevada state benchmark and modestly above the national one, and values have softened recently. Rents are more affordable relative to buying, with the estimated monthly mortgage running higher than typical rent by a few hundred dollars at current interest rates. The rent-to-income ratio falls in a manageable range for the area, while the price-to-income ratio is elevated, meaning families relying on a single median income would find purchasing a home here a stretch. Mortgage rates have hovered in the mid-sixes over recent weeks, and the broader unemployment picture has been stable. For a family weighing whether to rent or buy near this campus, renting currently carries a lower monthly cost burden.
What this school appears to be, based on the available evidence, is a community elementary campus serving a largely low-income, racially diverse student population in a Las Vegas neighborhood where housing has become somewhat more affordable on the rental side. Academic results are uneven, with ELA the relative bright spot, math a softer middle ground, and science a clear area of concern. The gaps in the data, particularly around special populations, staffing, programs, and broader school environment, leave real questions that a parent would want to ask directly. The information here is a starting point, not a complete portrait.
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