The top reported proficiency rate is 25% in English language arts. The lowest is 3% in Science.
Original Research by School Decision on Cox Clyde C Es
Cox Clyde C ES is a regular public elementary school in the Clark County School District, serving pre-kindergarten through fifth grade on Timberlake Drive in Las Vegas. It is a neighborhood school in the conventional sense, not a charter and not a magnet. The campus sits in a part of the Las Vegas metro area where home values run below both state and national benchmarks, and where renting costs considerably less per month than carrying a mortgage at current rates. Home values in the surrounding zip code have dipped modestly over the past year, while rents have crept up slightly. The broader economic backdrop is steady, with unemployment holding flat and median household income trending upward nationally over recent years.
The student body is sizable for an elementary campus and is predominantly Hispanic, with a substantial Black enrollment and small shares of white, multiracial, Asian, and American Indian or Alaska Native students. Every student in the building qualifies for free or reduced-price lunch, which places the school firmly in a high-poverty context. The school serves a pre-kindergarten cohort alongside its kindergarten through fifth-grade classrooms, with fairly even distribution across the elementary grades and a somewhat smaller pre-kindergarten group.
State assessment results from the most recent year are available and tell a clear story. In English language arts, roughly a quarter of tested students reached proficiency. In mathematics, the share was smaller, in the low teens. In science, which is assessed at fifth grade in Nevada, proficiency was very low, with only a handful of students meeting the benchmark. Participation was strong across all three subjects, so these results reflect nearly the full eligible student population rather than a skewed subset. Trend data was not available, so there is no way to compare these results to prior years and determine whether performance is rising, falling, or holding steady. Average scale scores were also missing from the reported data.
A parent reading these proficiency figures should keep a few things in mind. The school serves a community where every student qualifies for free or reduced-price lunch, and concentrated poverty correlates with lower standardized test performance nationwide. That does not explain away the results, but it is relevant context. The science proficiency rate in particular is low enough that a parent may want to look into this further with the school, asking what instruction and supports are in place at the tested grade level and how the school approaches science across the earlier grades.
Several data gaps are worth naming. The school's individual-level information on English learners and students with individualized education programs was not reported, so it is difficult to gauge how large those populations are or what services may be directed toward them. No program offerings data was provided, so there is no visibility into extracurriculars, interventions, or enrichment available beyond the core curriculum. Civil-rights data, discipline information, staffing details, attendance figures, and course-access records were all absent from the available data. The district brief for Clark County School District returned no parent-relevant policy, curriculum, or budget changes with lasting impact, so there is little to report on that front. No locale brief was available for the immediate area around the school, and no neighbor comparison set was provided, so positioning this campus against nearby schools was not possible.
What the available picture shows is a high-poverty elementary school in an affordable corner of Las Vegas, with strong test participation but proficiency rates that lag behind state expectations, particularly in math and science. Families considering this school would benefit from direct conversations with the administration about academic supports, classroom resources, and how the campus serves its youngest learners in pre-kindergarten through second grade, since those early years shape the trajectory into the tested grades.
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