The top reported proficiency rate is 64% in Social studies. The lowest is 0% in Science.
Original Research by School Decision on Superior Intermediate School
Superior Intermediate School serves grades one through four in Ashtabula, Ohio, a small Lake Erie port city whose economy centers on manufacturing, healthcare, and retail work. The school sits on Wade Avenue in a neighborhood setting, part of the Ashtabula Area City district, which has faced significant facility challenges and property tax setbacks over the past several years.
The school's enrollment is small for its grade band, concentrated heavily in grades three and four. The student body is diverse by race and ethnicity: roughly half white, with substantial shares identifying as Hispanic or multiracial, and smaller populations of Black and Asian students. Free-or-reduced-price lunch data were not available in the public record, so a parent may want to ask the school directly about the economic makeup of the student population if that is relevant to their questions.
On state testing, proficiency rates are notably below where the district's other schools perform. In the most recent year, roughly four in ten students in grades three and four reached proficiency in math, and roughly one-third did so in reading and language arts. Both figures place this school in the bottom quartile among the nine districts in Ashtabula County. The school has not administered science testing at a scale the state reports publicly, and social studies data from the state are several years old, so current performance in those subjects is not available. A parent may want to discuss with school staff where the school sees the strongest and weakest areas of instruction and what supports exist for students who are not yet proficient.
The broader Ashtabula Area City district has weathered recent upheaval. In late November 2024, the roof of the district's Lakeside High School partially collapsed during a snow event, displacing high schoolers to temporary settings. In November 2025, voters rejected a bond that would have funded reconstruction. That loss delays students' return to the high school building because Ohio law requires a certificate of funds before construction can begin, leaving the district to pursue an ongoing insurance claim. Additionally, in May 2026, voters rejected renewal of a levy that had funded textbooks, educational technology, and instructional equipment for decades. The district's general fund cannot absorb that cost, so classroom materials and technology resources face pressure unless the district returns to the ballot before the levy expires at year's end. These are live, unresolved issues affecting what parents and students encounter day to day.
On the positive side, in November 2024 the district did pass a permanent improvement levy after more than twenty years without new capital funding, providing steady annual revenue for facilities upkeep with no property tax increase to homeowners. That is a structural win for building maintenance across the system going forward.
Ashtabula itself is a working-class community rebuilding after decades of population and industrial job loss. Housing is affordable by national standards. A new affordable homeownership program is placing new three-bedroom homes in the city, and downtown has seen historic-building restoration. The harbor district along Bridge Street is the most walkable area, with shops, restaurants, a lift bridge, and periodic street festivals. Beyond that core, the city is typical small-city Ohio, car-dependent and spread out. Kent State University at Ashtabula offers a branch campus presence nearby.
Superior Intermediate feeds students from neighborhoods with limited walkability and into a district working through major facility and funding questions. The school's test results are below regional peers, and a family considering it should talk with the school about its instructional approach, the supports in place for students below proficiency, and how the district's ongoing challenges around facilities and levy funding are expected to affect classroom conditions and materials. The school's small size and elementary focus mean a different experience than larger buildings, but the data on academic outcomes warrant direct conversation with school leadership about strengths, gaps, and the path forward.
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