The top reported proficiency rate is 17% in Math. The lowest is 10% in Science.
Original Research by School Decision on Linden Stem Academy (k-6)
Linden STEM Academy serves elementary grades from pre-K through sixth grade in Columbus, a rapidly growing state capital anchored by Ohio State University, diverse neighborhoods ranging from historic German Village to arts-focused districts, and major employers including JPMorgan Chase, OhioHealth, Nationwide Insurance, and Cardinal Health. The broader housing market in the school's zip code reflects affordability below the state benchmark, with home values modest compared to the national average and rental costs manageable relative to regional income. Columbus as a whole is expanding faster than the national average and ranks among the top metros for business development, though school capacity is straining to keep pace with growth.
Linden STEM Academy sits within Columbus City Schools District, which is navigating significant operational and fiscal challenges. In December 2024, the board voted to close and consolidate five schools, affecting student boundaries and enrollment. More recently, in December 2025, facing substantial state funding cuts, the district approved closure of four additional schools and eliminated transportation for K-8 students attending schools other than their neighborhood school or a limited lottery option, alongside staffing reductions. These decisions directly shape the school choices and daily logistics available to families in the district.
The school enrolls a small population across its grade band, with balanced cohorts in each grade. The student body is predominantly Black, with a meaningful Hispanic enrollment and smaller representation from other racial and ethnic groups. Race and ethnicity data show concentration: Black students make up the majority, Hispanic students represent a substantial share, and White and multiracial students account for smaller portions. Data on free and reduced-price lunch eligibility, special education enrollment, and English learner count were not available, limiting a fuller picture of economic disadvantage or support needs.
State testing results show significant headwinds. Across math, English language arts, and science, proficiency rates among students in grades 3 through 6 are substantially low. Math proficiency sits in the bottom range, as does English language arts. Science proficiency, measured only in a smaller tested cohort, is notably lower. On a proficiency index comparing the school across tested subjects and grades against other schools in Franklin County, Linden STEM Academy sits well below the median, placing it in the bottom quartile among the county's schools. A parent may want to look into this further with the school: what supports or interventions are in place, whether recent staffing or curriculum changes are taking hold, and whether the school's STEM emphasis translates to classroom practice or if classroom conditions are constraining instruction.
The school does report high test participation, with nearly all students taking the state assessments, suggesting attendance and compliance are not systemic barriers. However, the gap between those assessed and those meeting proficiency is wide.
Linden STEM Academy carries a STEM designation in its name but available data does not detail curriculum scope, course offerings, facilities, or staff expertise specific to STEM instruction. No information about after-school programs, enrichment, or student support services was provided. The school is a regular public school, not a charter or magnet, and operates within the Columbus City Schools framework, subject to the district's recent budget reductions, school closures, and busing changes.
For a family considering this school, the relevant questions center on current classroom conditions, the coherence and depth of its STEM programming, what student support and intervention systems exist, and how the school's instruction aligns with the district's recent shift toward science-of-reading practices in elementary literacy. The state assessment results suggest the school is not yet meeting students' academic needs at proficient levels; understanding why and what is being done to address it would be essential before enrollment.
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