The top reported proficiency rate is 30% in English language arts. The lowest is 12% in Science.
Original Research by School Decision on Reed Doris M Es
Doris M. Reed Elementary sits on Winwood Street in Las Vegas, serving children from pre-kindergarten through fifth grade as a regular public school in the Clark County School District. It is a neighborhood elementary in a part of the Las Vegas metro area where home values sit below both state and national midpoints and have been easing downward over the past year. Rents in the surrounding zip code have dipped slightly as well, and at current mortgage rates renting costs measurably less per month than carrying a purchased home. For families weighing the area, this is a relatively affordable pocket of a metro that otherwise skews pricier at the state level.
The student body is sizable for an elementary school and reflects the working-class character of the surrounding community. Every student qualifies for free or reduced-price lunch, which places the school among those serving the highest-need populations in the district. Hispanic students form the majority, with a substantial Black enrollment and smaller groups of multiracial, white, Asian, and Native Hawaiian or Pacific Islander students. Data on English learners and students with individualized education programs was not reported in the available dataset, so a parent wanting to understand special-population services would need to ask the school directly.
State assessment results from the most recent year tell a mixed picture. In English language arts, just under a third of tested students reached proficiency. In math the figure was slightly lower. Science proficiency was notably lower still, with only a small fraction of tested students meeting the bar. Participation was strong across all three subjects, which means these results reflect nearly the full tested population rather than a partial sample. No multi-year trend data was available, so there is no way to tell from the provided data whether these numbers represent a decline, a plateau, or an upward trajectory. A parent evaluating academic fit may want to ask the school what improvement plans are in place and how recent instruction has been adjusted, particularly in science.
Several categories that would round out the picture are absent from what was available. No locale brief was provided, so there is no sourced detail here about the immediate neighborhood beyond the housing data. The school's Title I status, discipline data, staffing levels, attendance patterns, and course or program offerings were all missing or unreported. Civil-rights data was not available either. Clark County School District's district brief searched for recent parent-relevant changes but returned nothing on curriculum, policy, referendum, or tax changes with lasting family impact, so there is nothing to report on district-level shifts that might affect this campus.
What the available evidence does support is a clear characterization. This is a large, high-poverty elementary school in an affordable Las Vegas neighborhood, serving a predominantly Hispanic and Black student population. Its proficiency rates are below where most families would want them, and the absence of trend data makes it hard to judge direction. The school sits in a district where system-level changes that would directly affect this campus were not found in recent public reporting. Families considering this school should treat the proficiency numbers as a starting question rather than a final answer and ask campus leadership directly about instructional improvement, support services, and what the classroom experience looks like day to day.
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