The top reported proficiency rate is 52% in Math. The lowest is 31% in Social studies.
Original Research by School Decision on Lincoln Heights Elementary
Lincoln Heights Elementary is a regular public school serving students from pre-kindergarten through fifth grade in Morristown, Tennessee, within the Hamblen County district. The city itself is a manufacturing and regional economic hub for the Lakeway area, grounded in industries like poultry processing, furniture, and automotive and aircraft parts. Morristown has shown steady population growth over recent decades and bills itself as "a city always expanding," which gives the school a context of a community that is growing, though the district brief turned up no specific parent-relevant changes like boundary shifts or new programs to report.
The school enrolls a student body that draws from the surrounding residential areas of Morristown. It is a sizable elementary school for its grade band, with a student population that is majority minority: Hispanic students make up the largest share, followed by White students, and then smaller cohorts of Black students, students identifying as two or more races, Native Hawaiian or Pacific Islander students, and Asian students. There is no data available on how many students qualify for free or reduced-price lunch, which is a gap that a parent may want to ask the school about directly. Similarly, counts of students receiving special education services or English learner supports were not reported in the available data.
On state assessments, Lincoln Heights Elementary's results are mixed. On the math portion, roughly half of tested students scored at the proficient level or above. On English language arts, the proficiency rate was lower, with fewer than half of students meeting that bar. Science performance came in between the two. Participation rates on the ELA and science tests were full, and math participation was high. There is no recent social studies data to draw on, as the most recent result available is from several years ago, and the assessment itself has since changed. Overall, the school’s academic picture is one where math is a relative strength and literacy is an area that could use attention; a parent may want to investigate how reading instruction and intervention are structured here.
The school, being an elementary, has no graduation rate to report, and the comparison data that would position Lincoln Heights against other Hamblen County schools could not generate a reliable ranking because there is only a single school in the county's data for this level of comparison. That means the numbers are best read as standalone indicators rather than in context with immediate neighbors.
Housing in the area around the school is moderately priced relative to national and state benchmarks, and the estimated monthly mortgage payment for a median-priced home is under the national median household income threshold for affordability. Rents appear to consume roughly a fifth of median income, suggesting a market that is accessible for many working families, which aligns with the city's industrial and manufacturing employment base.
No information was available on the school's discipline climate, chronic absenteeism rate, course access, or staffing ratios, so a parent looking to understand school climate or class sizes would need to seek that directly from the school or district. The school does not appear to have a magnet or charter designation, operating as a standard neighborhood elementary within the Hamblen County system.
The student body reflects a diverse community with a significant Hispanic enrollment, which is notable in a region where manufacturing and agriculture draw a range of workers. The educational profile suggests a school where math instruction is on relatively solid ground but where reading and writing support may be a priority, especially for families whose children need that reinforcement. It is a school that fits a family looking for a neighborhood elementary in an expanding industrial small city, with the understanding that the academic picture has areas of real strength and other areas that bear looking into.
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