The top reported proficiency rate is 24% in English language arts. The lowest is 3% in Science.
Original Research by School Decision on Snyder William E Es
Snyder William E Elementary School sits on East Colorado Avenue in Las Vegas, serving children from pre-kindergarten through fifth grade as part of the Clark County School District. It is a regular public school, neither a charter nor a magnet, and it draws from a surrounding neighborhood where home values sit below the Nevada state benchmark and modestly below the national one, making it one of the more accessible pockets of the Las Vegas metro for families looking to buy. Rents in the area are also relatively modest, and the rent-to-income ratio suggests a family paying typical local rent would spend a manageable share of earnings on housing. The price-to-income ratio, while above what many first-time buyers might prefer, is lower than in much of the surrounding region.
The school serves a large student body for an elementary campus. Its enrollment is spread fairly evenly across the grade levels, with pre-kindergarten and kindergarten classes that give families an early entry point into the school community. Every student at Snyder qualifies for free or reduced-price lunch, which marks this as a school serving a community facing economic pressure. The student population is predominantly Hispanic, with a substantial Black enrollment as well, and smaller groups of white, multiracial, Asian, and American Indian or Alaska Native students. This is a school where most children are growing up in bilingual or immigrant-adjacent households, though the data did not include specific English-learner counts, so a parent wanting to understand language-support services would need to ask the school directly. Individualized education program data was also missing from the available records.
On Nevada's state assessments, the most recent results paint a sobering picture. In math, roughly one in five tested students reached proficiency. In English language arts, the share was slightly higher but still under a quarter. Science results were far lower, with only a handful of students clearing the proficiency bar, though far fewer students were tested in science than in math or reading, which limits what a family can read into that number. Participation was strong across all subjects, so the results reflect nearly the full tested population rather than a skewed sample. Average scale scores were not available, which means families cannot see how the typical student performed relative to peers statewide beyond the proficiency cut. No multi-year trend data was provided, so there is no way to tell from the available information whether these results are improving, holding steady, or declining. A parent considering this school may want to look into current improvement plans and classroom-level supports with the administration.
No comparison fact-set was available to position Snyder against other Clark County elementary schools, and no locale brief was provided for its Las Vegas neighborhood, so this account cannot speak to how nearby campuses perform or what specific community anchors surround the school. The district brief searched for recent Clark County School District changes but found nothing focused on policy, curriculum, or budget shifts with lasting parent impact, so there is little to report on the district-level direction that might shape Snyder's near-term trajectory. Program offerings, course access, staffing ratios, attendance patterns, discipline data, and civil-rights indicators were all absent from the available payload. Title I status, which would typically be expected for a school with this economic profile, was listed as unavailable.
What the data does show is a large, economically disadvantaged elementary school in an affordable Las Vegas neighborhood, with state test results that indicate many students are working below grade level. For a family already living nearby, Snyder is a community school with deep roots in a diverse, working-class area. For a family weighing options, the academic results suggest asking hard questions about what intervention systems are in place and how the school plans to move more students toward proficiency.
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