The top reported proficiency rate is 54% in English language arts. The lowest is 18% in Science.
Original Research by School Decision on Steele Judith D Es
Steele Judith D Elementary School sits in the southwest reaches of Las Vegas, part of the Clark County School District, serving children from pre-kindergarten through fifth grade. It is a regular public school, not a magnet or charter, and it draws a sizable enrollment for an elementary campus.
On state assessments, the school's results tell a mixed but recognizable story. In English language arts, a modest majority of tested students reach or exceed proficiency, which is a reasonably solid outcome for an elementary school serving an economically disadvantaged community. Math sits just below the midpoint, with roughly half of tested students meeting the proficiency bar. Science is the clear soft spot: only a small fraction of tested fifth graders reached proficiency, and this is an area a parent may want to look into further with the school. Participation was high across all three subjects, so the results reflect nearly the full tested population rather than a narrow slice.
The student body is racially and ethnically diverse. White students form the largest single group but do not constitute a majority. Hispanic, Asian, and multiracial students each make up substantial shares, with Black students also well represented. Native Hawaiian or Pacific Islander students and a single American Indian student round out the enrollment. Every student at the school qualifies for free or reduced-price lunch, which means the entire population is economically disadvantaged by federal standards. This is a school where poverty is not a sidebar but the universal context, and it shapes everything from academic supports to the resources families can bring.
Several data points that would help a parent form a fuller picture are absent. The school did not report rates for students with individualized education programs or for English learners, so we cannot speak to how large those populations are or how they are served. No staffing figures were available, so class sizes and teacher support cannot be characterized. Attendance, discipline, and course-access data were also missing. We looked for information on specific programs the school offers and found none in the available data, so rather than guess, we note that gap. No multi-year academic trends were available either, which means the current year's results stand alone without context of improvement or decline.
The surrounding housing market, measured at the zip-code level, shows typical home values above both the Nevada and national benchmarks, though values have slipped modestly over the past year. Rents in the area are moderate and have ticked upward slightly. The price-to-income ratio sits above the national picture, meaning purchasing a home here demands a relatively higher income. At current mortgage rates, carrying a mortgage costs more than renting each month, which may influence families deciding between buying and leasing in the school's attendance zone. Rent absorbs a manageable share of typical area income.
We searched for recent parent-relevant changes across Clark County School District, the parent district, and found little of substance. Results focused on county geography and government structure rather than school policy, curriculum, referendum, or tax shifts with lasting impact on families. So we left that out rather than speculate.
What the available evidence does show is a large, diverse, entirely low-income elementary school with middling reading results, slightly weaker math, and a science outcome that lags well behind. Families considering this school should ask directly about science instruction, supports for struggling readers, class sizes, and any specialized programming, since those details did not appear in the data we reviewed.
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