The top reported proficiency rate is 69% in English language arts. The lowest is 36% in Science.
Original Research by School Decision on Batterman Kathy L Es
Batterman Kathy L Elementary School sits in the western reaches of 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 the surrounding residential neighborhoods near West Quail Avenue.
The school's state assessment results from the most recent year paint a picture of solid academic performance in the core subjects, with one area that stands apart. In English language arts, a strong majority of tested students reached proficiency or above on Nevada's SBAC exam. Mathematics results were also above the midpoint, with more than half of students clearing the proficiency bar. Participation was high across both subjects. Science, tested only at the fifth-grade level, showed a lower share of students reaching proficiency. A parent may want to look into this further with the school, particularly whether science instruction is getting the same instructional time and resources as reading and math in the earlier grades.
The student body is racially and ethnically mixed in a way that reflects the broader character of Las Vegas. White students form the largest single group, followed closely by Hispanic students. Asian students and Black students each make up a meaningful portion of the enrollment, and a sizable group identifies as two or more races. Smaller numbers of Native Hawaiian or Pacific Islander and American Indian or Alaska Native students round out the population. Every student at the school qualifies for free or reduced-price lunch, which means the entire enrollment falls under the federal poverty threshold for this benefit. This is a school where economic disadvantage is the norm rather than the exception, and families considering it should understand that context shapes everything from classroom resources to the kinds of extracurricular and enrichment opportunities the school can realistically offer.
We looked for data on students with individualized education programs and English learners but found none reported, so those populations remain uncharacterized here. The same is true for staffing ratios, attendance patterns, and disciplinary data, none of which were available in the materials provided.
The housing market around the school's zip code tells its own story. Typical home values sit somewhat above the Nevada state benchmark and well above the national benchmark, though values have been drifting downward over the past year. Rents in the area are moderate relative to local incomes, and renting remains cheaper each month than carrying a mortgage on a typical home at current interest rates. For families looking to move into the attendance zone, the cost of ownership is a real consideration, and the recent softening in prices may or may not persist. Renters have a somewhat easier entry point, with rent absorbing a manageable share of typical household income.
The school sits within the Clark County School District, the large and sprawling system that covers the Las Vegas metropolitan area. We searched for recent district-level changes that would matter to parents, things like policy shifts, curriculum updates, or tax and funding decisions, but found little that rose above county-level government and geography. That does not mean nothing is happening at the district level, only that nothing surfaced in the materials we reviewed.
For a parent weighing Batterman, the strengths are clear: the school produces proficiency results in reading and math that exceed what many similarly situated schools achieve, and the student body is diverse across multiple dimensions. The questions worth asking before enrolling are practical ones. What does the school do to lift science outcomes? How does it support children given that every student qualifies for free or reduced-price lunch? What enrichment or extended-learning options exist outside the standard instructional day? The assessment data suggests a school doing meaningful work in literacy and numeracy. The gaps in what we can see, from science scores to special-population data, are where a visit or a call to the front office would help fill in the rest.
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