The top reported proficiency rate is 34% in English language arts. The lowest is 5% in Science.
Original Research by School Decision on Duncan Ruby Es
Duncan Ruby Elementary sits on West Rome Boulevard in North Las Vegas, serving pre-kindergarten through fifth grade as a regular public school in the Clark County School District. The campus draws from a city that has been among the fastest-growing in the Las Vegas metropolitan area, where master-planned communities like Aliante and Eldorado mix with large industrial and warehouse-distribution corridors. North Las Vegas is car-dependent by design, with civic life organized around distributed parks, libraries, and recreation centers rather than a traditional downtown. The city has invested in paved regional trails along the Las Vegas Wash, connecting to the broader Neon to Nature network, and maintains dozens of parks, several with water amenities.
The school's enrollment is large for an elementary campus spanning pre-K through grade five. Every student qualifies for free or reduced-price lunch, which marks Duncan Ruby as serving a uniformly low-income population. The student body is majority Hispanic, with a substantial Black enrollment and smaller shares of white, Asian, Native Hawaiian or Pacific Islander, and multiracial students. Data on English learners and special education populations was not available, so those segments of the school's profile remain unclear from what we have.
On state assessments, Duncan Ruby's results are a mixed picture that leans toward the soft side. In English language arts, roughly a third of tested students reached proficiency, which is a modest result. Math proficiency was lower, with under a quarter of students clearing the bar. Science results were quite low, with only a small handful of tested fifth graders reaching proficiency, though the science assessment only covers one grade level so the tested group is naturally smaller. Participation was strong across all three subjects. Average scale scores were not reported, so we cannot place these results on a finer continuum. Multi-year trend data was also not available, which means we cannot tell whether performance is improving, declining, or holding steady. A parent may want to look into the school's academic improvement plan and how it addresses the gap between ELA and the weaker math and science outcomes.
Because Duncan Ruby ends at fifth grade, there is no graduation rate to report, which is expected for an elementary school. There is also no information on programs, staffing ratios, discipline, attendance, course access, or magnet and charter designations, so the portrait of what happens inside the building is limited to the assessment and demographic data. The school is not a charter and has no magnet designation reported.
The housing market surrounding the school reflects North Las Vegas's broader trajectory. Publicly reported data indicates home prices in the city have doubled over a recent multi-year span. The typical home value in the school's zip code sits above the Nevada state benchmark and above the national benchmark, though values have dipped modestly year over year. Rents are more moderate relative to local incomes than mortgages, with the estimated monthly mortgage running higher than typical rent by a meaningful margin. For families considering the area, the price-to-income ratio is on the higher side nationally, which is consistent with a fast-growing suburban market where demand has outpaced income growth.
North Las Vegas's employment base has shifted from its traditional government and military anchors toward logistics and distribution, with Amazon and Sephora operating large facilities and newer entrants like PCM Railone AG bringing manufacturing to the city. Nellis Air Force Base remains a presence. The Clark County School District itself is among the largest employers in the region.
What the data supports is a picture of a large, high-poverty elementary school in a rapidly growing, working-class suburb, with ELA results that show some footing and math and science results that are clearly lagging. The absence of trend data, staffing figures, program details, and special-population breakdowns means a parent would need to go directly to the school for a fuller sense of classroom culture, intervention supports, and whether the academic picture is moving in the right direction.
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