The top reported proficiency rate is 24% in English language arts. The lowest is 2% in Science.
Original Research by School Decision on Parson Claude & Stella Es
Parson Claude and Stella Elementary sits on Thom Boulevard in the northwest reaches of Las Vegas, serving students from pre-kindergarten through fifth grade as part of the Clark County School District. It is a regular public school, not a charter or magnet, and it draws from a neighborhood where home values have softened recently while rents remain relatively moderate for the metro area. The surrounding zip code sits near the state's benchmark for typical home prices, and renting here costs meaningfully less per month than carrying a mortgage, which may matter to families weighing how to settle near the school.
The student body is small for an elementary school of this grade range. Every student qualifies for free or reduced-price lunch, which tells you this is a community serving families under real economic pressure. The enrollment is predominantly Hispanic, with a substantial Black population and smaller shares of White, multiracial, Asian, and Native Hawaiian or Pacific Islander students. We looked for data on English learners and students with individualized education programs, but those figures were not reported, so we cannot characterize the school's special-population services from the available data.
On state assessments, the most recent results are sobering. In English language arts, roughly a quarter of tested students reached proficiency. In math, the share was lower. In science, which tests a subset of grades, proficiency was near the bottom of what the state reports. Participation was strong across all subjects, so the results reflect nearly the full tested population rather than a skewed sample. We looked for multi-year trend data to see whether these numbers represent a decline, a plateau, or something else, but no comparable prior-year figures were available. A parent trying to understand the academic picture here may want to ask the school directly what improvement efforts are underway and how progress is being measured year to year, because the publicly reported results show a school where most students are not yet meeting state standards.
What we cannot see from the data is considerable. There is no information on staffing ratios, teacher experience, class sizes, attendance patterns, or discipline. No course-access or program-offerings data was provided, so we cannot speak to whether the school offers art, music, physical education, dual-language programs, or extended-day options. Title I status was not reported, though the universal free-or-reduced-price-lunch rate makes it likely the school receives federal support for high-poverty campuses; that is an inference from the data pattern, not a confirmed fact from the payload. No civil-rights data was available, and there was no neighbor-comparison set to position this school against nearby campuses.
The district brief turned up little of use for parents. We searched for recent Clark County School District policy, curriculum, or budget changes with lasting parent impact, but what came back focused on county government and geography rather than school district decisions. So we left that out rather than guess.
For a parent weighing this school, the picture from the available data is one of a small, high-poverty elementary campus serving a racially diverse student body in a Las Vegas neighborhood where housing costs have eased but affordability remains stretched for many families. The academic results are low across reading, math, and science, and the data does not yet offer a trend line or a window into the supports, staffing, and programs that would explain the full story of what happens inside the building. A family considering Parson Claude and Stella would be well served by visiting, asking about the school's improvement plan, and pressing for the information that the public data does not yet hold.
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