The top reported proficiency rate is 60% in Math. The lowest is 22% in Science.
Original Research by School Decision on Mathis Dr. Beverly S Es
Mathis Dr. Beverly S ES is a regular public elementary school in Las Vegas, serving pre-kindergarten through fifth grade within the Clark County School District. It sits on Arville Street in the 89139 zip code, a residential stretch of the broader Las Vegas metropolitan area. The school is large for an elementary campus, with enrollment spread fairly evenly across the early grades and a pre-kindergarten program serving the youngest learners.
The student body is diverse in a way that reflects the southern Nevada mix. Hispanic students form the largest single group, with substantial Black, White, Asian, and multiracial populations also enrolled, along with smaller Native Hawaiian or Pacific Islander and American Indian or Alaska Native groups. Every student at the school qualifies for free or reduced-price lunch, which means the campus operates with the full range of supports that come with serving an economically disadvantaged population. Data on English learners and students with individualized education programs was not available, so those figures are absent from this account rather than implied to be low.
On state assessments administered under Nevada's SBAC framework in the most recent reported year, Mathis posted solid results in the core subjects of math and English language arts. Well over half of tested students in grades three through five reached proficiency in both subjects, with math slightly ahead of reading. Participation was strong across the board. These are encouraging numbers for an elementary school serving a fully low-income enrollment, and they suggest the school's instructional work in literacy and numeracy is landing. Science results told a different story. A much smaller share of tested students reached proficiency in science, which is a pattern seen across many Nevada elementary schools but is still a soft spot here. A parent may want to look into this further with the school, particularly how science instruction is layered across the upper elementary grades and what enrichment or intervention is available. Average scale scores were not reported for any subject, and no multi-year trend data was available, so it is not possible to say from the provided data whether performance is rising, holding steady, or slipping over time.
The housing market around the school tells its own story. Typical home values in this zip code sit above both the Nevada state benchmark and the national benchmark, though values have eased modestly over the past year, mirroring a broader softening across the region. Rents have held roughly flat, ticking up only slightly. For families weighing the cost of living, renting remains meaningfully cheaper than carrying a mortgage at current interest rates, with the monthly gap between the two landing in a range that could matter for household budgeting. The broader economic backdrop includes a national unemployment rate holding in a low range and median household income that has been climbing gradually over recent years.
Information on school-level programs, staffing ratios, discipline data, attendance patterns, course access, and Title I status was not provided in the available data, so those dimensions are left out here rather than guessed at. The same is true for any neighbor comparison or civil-rights data. We looked for recent Clark County School District changes that might affect families, such as policy shifts, curriculum updates, or facility investments, but publicly reported results focused on county governance rather than district-level school matters, so nothing specific surfaced.
What the available picture does convey is a large, diverse, fully low-income elementary school producing above-average reading and math outcomes, with science as an area to watch. For a parent evaluating this campus, the academic results in the tested subjects are a genuine positive, and the school's scale means it likely has the staffing and peer cohorts that come with a larger elementary. The gaps in science and the absence of trend data are the things worth pressing on.
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