The top reported proficiency rate is 22% in Math. The lowest is 6% in Science.
Original Research by School Decision on Bunker Berkeley L Es
Bunker Berkeley L ES is a regular public elementary school in Las Vegas, serving prekindergarten through fifth grade as part of the Clark County School District. It sits on Peak Drive in the 89108 zip code, an area where home values run below both the Nevada state benchmark and the national mark. Typical home values in this zip have softened modestly over the past year, and rents have dipped slightly as well. For families weighing the cost of living, renting here runs meaningfully cheaper than carrying a mortgage at current interest rates, which may matter in a neighborhood where household budgets are already stretched.
The school's enrollment is sizable for an elementary campus, and its student body reflects the working-class character of the surrounding area. Every student qualifies for free or reduced-price lunch, which places Bunker Berkeley among the highest-poverty schools in the district. The majority of students are Hispanic, with a substantial Black enrollment and smaller shares of white, multiracial, Asian, Native Hawaiian or Pacific Islander, and American Indian or Alaska Native students. This is a school serving a community where economic need is near-universal, and that context is central to understanding anything else about the place.
On state assessments, Bunker Berkeley's results are low. In math, roughly one in five tested students reached proficiency. English language arts was close behind at a similar level. Science was the weakest area, with only a small fraction of tested students demonstrating proficiency. Participation was strong across all three subjects, so the results reflect nearly the full tested population rather than a skewed sample. No multi-year trend data was available, so it is not possible to say from the provided information whether these numbers represent a decline, a plateau, or an improvement from prior years. Average scale scores were also missing from the data set, which limits the picture to proficiency rates alone. A parent considering this school may want to ask the administration directly about what supports are in place for reading and math growth, and how science instruction is structured across the upper grades.
The school does not serve high school grades, so there is no graduation rate to report, and no AP or career-pathway data applies here. The same is true for dual-credit offerings, which are not part of an elementary program. What a family would want to understand instead is the day-to-day instructional approach, the availability of interventions for students working below grade level, and how the school uses its Title I resources, though the data provided did not include Title I status or any staffing breakdown.
Several data fields that help round out a school profile were absent from what was available. Discipline data, course access information, staffing levels, and attendance figures were all missing. Special population details, including the share of students with individualized education programs and the share designated as English learners, were not reported either. These gaps mean a parent cannot fully assess the school's support structure from the data alone. Given that every student qualifies for free or reduced-price lunch and the proficiency numbers are low, these are exactly the areas worth probing. How does the school identify and serve students who are struggling? What does intervention look like in practice? How experienced is the teaching staff, and what is the turnover like?
The district brief turned up little that is directly parent-relevant. A search for recent Clark County School District policy, curriculum, or funding changes returned results focused on county geography and government structure rather than school-level impact. That does not mean nothing is happening at the district level, only that the available research did not surface specifics tied to classrooms or family-facing changes.
What the data does say clearly is that Bunker Berkeley serves a high-poverty, predominantly Hispanic and Black community in an affordable corner of Las Vegas, and that academic outcomes as measured by state tests are currently low across all tested subjects. Whether the school is a good fit depends heavily on what it offers beyond what these numbers capture. A visit, a conversation with the principal, and a look at the school's own improvement plan would go a long way toward filling in the gaps the data leaves open.
See more original research from School Decision →