The top reported proficiency rate is 27% in English language arts. The lowest is 4% in Science.
Original Research by School Decision on Cambeiro Arturo Es
Cambeiro Arturo Elementary sits in the east side of Las Vegas, within the Clark County School District. It is a regular public school serving pre-kindergarten through fifth grade. The campus draws a predominantly Hispanic student body, with a smaller Black enrollment and very small shares of white, multiracial, and Asian students. Every student qualifies for free or reduced-price lunch, which places the school in a category where universal economic need defines the student population.
State assessment results from the most recent year show academic performance that sits below where most parents would want it. In math, roughly one in five tested students reached proficiency. English language arts was somewhat stronger, with closer to a quarter of students meeting that bar. Science stood out as the weakest area, with only a handful of students demonstrating proficiency. Participation was solid across all three subjects, so the results reflect nearly the full tested population rather than a skewed subset. There is no multi-year trend data available, so it is not possible to say from this information whether performance is improving, declining, or holding steady. A parent considering this school may want to ask the administration directly about what improvement strategies are in place and how recent results are being addressed.
The school does not serve high school grades, so there is no graduation rate to report. It also does not appear in the data as a magnet or charter school. Information on individualized education program rates and English learner rates was not available in the provided data, which is a gap worth noting because both populations are often relevant at a school with this demographic profile. Course access, staffing, discipline, and attendance data were also absent, so this account cannot speak to class sizes, specialized programming, or school climate from the evidence at hand. Program offerings were not provided either, so parents would need to contact the school directly to learn about any extracurriculars, intervention services, or enrichment available beyond the standard curriculum.
The surrounding community context is limited because no locale brief was included for this part of Las Vegas. What the data does show is the housing market for the school's zip code. Home values here run below both the Nevada state benchmark and the national benchmark, which makes this one of the more affordable pockets of the Las Vegas area for ownership. Rents are also modest relative to broader regional and national figures. The gap between a typical monthly mortgage payment and a typical rent payment favors renting by a meaningful margin in this zip code, even before factoring in down payment requirements. Home values have declined slightly over the past year locally, while the broader state market has softened a bit more. A family weighing a move into the attendance zone would find relatively accessible housing costs compared with much of the metro, though the academic data is the trade-off to weigh.
The district-level search for recent parent-relevant changes in Clark County School District did not surface specific policy, curriculum, referendum, or tax changes with lasting impact. That means there is nothing here to signal a recent shift in how the district operates that would directly affect families at this school. Clark County is a very large district, and the absence of targeted findings in this brief reflects the search rather than a lack of activity district-wide.
For a family evaluating Cambeiro Arturo, the picture is straightforward. It is a neighborhood elementary school serving a community with concentrated economic need, where proficiency rates in core subjects are low and science results are especially so. Housing in the attendance zone is among the more affordable in the Las Vegas area. The data gaps are real, and they point to exactly the questions a parent should bring to the school: what supports exist for students performing below grade level, what is the plan for improving outcomes, and what does the day-to-day classroom experience look like for a child walking through those doors.
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