The top reported proficiency rate is 98% in Social studies. The lowest is 62% in Math.
Original Research by School Decision on Rittman Elementary School
Rittman Elementary School serves kindergarten through fifth grade in a small Wayne County city with a manufacturing-based economy and flat to slightly declining population. The school enrolls about three hundred seventy students, with a substantial share qualifying for free or reduced-price lunch, reflecting the economic profile of the community. The student body is predominantly white, with very small numbers of Asian, Black, Hispanic, and multiracial students.
On Ohio's State Tests in grades three through five, the school's proficiency rates vary by subject. In English language arts, roughly two-thirds of students meet or exceed state proficiency standards. Mathematics shows somewhat lower performance, with about three-fifths of tested students proficient. Science proficiency is notably stronger, approaching three-quarters of students meeting the standard. These results position the school above the midpoint of proficiency performance when compared against other districts in Wayne County, based on an overall proficiency index across tested subjects and grades.
The school sits in a residential community where most commercial activity concentrates on a modest Main Street with gas stations, fast-food restaurants, banks, and convenience stores. Rittman is car-dependent with no public transportation; shopping for larger retailers requires a drive to nearby Wadsworth. The housing market is described as tight, with median home values climbing modestly year-over-year. Employment remains centered in manufacturing through major employers like Morton Salt and Imperial Plastics, though the closure of a large paperboard plant in recent years removed significant local jobs. The civic center includes the city offices and a newly constructed Wayne County Public Library branch completed in 2024.
The school is part of the Rittman Exempted Village School District, which also operates a middle school and high school serving the same community. No major district-level shifts in curriculum, governance, or infrastructure were identified in recent years based on available public information. The elementary school itself offers a standard K-5 program as a regular public school; specialized program offerings or alternative pathways were not documented in available sources.
Data on chronic absenteeism, special education enrollment, and English learner enrollment were not available. The state testing data covers only the most recent year, so multi-year trends cannot be established. A parent may want to reach out to the school directly to learn more about classroom structure, intervention supports, enrichment opportunities, and any school-specific initiatives not captured in state accountability measures.
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