The top reported proficiency rate is 55% in Science. The lowest is 48% in Math.
Original Research by School Decision on Paul G. Caywood Elementary
Paul G. Caywood Elementary is a regular public school in Lexington, Tennessee, serving students from pre-kindergarten through fifth grade. As part of the Lexington City School System, it is one of two public school systems serving the Henderson County seat. The town itself is a small county-seat community with a traditional courthouse square, a mix of residential and commercial blocks, and an industrial partnership focus. The city government operates its own utilities, and the local economy anchors on the hospital, the schools, and the city itself. Growth is slow and incremental.
The school enrolls several hundred students, placing it at a size that is common for an elementary school in this part of the state. The student body is predominantly white, with a noticeable Black population and smaller shares of Hispanic, Asian, multiracial, and American Indian students. A substantial share of students qualify for free or reduced-price lunch, though the exact count was not available in the data we reviewed. The school does not have charter or magnet status and was operating as a regular public elementary school.
On state assessments, reading and math outcomes fall near the middle of the range for Henderson County districts, with the school landing above the midpoint on a combined proficiency index. In the most recent testing year, roughly half of students scored proficient or above in both English language arts and math. Science results were somewhat stronger, with about half of students reaching proficiency. Social studies data is from an earlier year, before a change in the state test and cut scores, so direct comparisons are not reliable. A parent would want to consider these numbers not as a standalone verdict but as a solid baseline for a school that is not underperforming relative to its local peers but is not at the top of the county either. Participation rates on all tests were high, which means the results reflect nearly all students.
The school lacks reported data on chronic absenteeism, discipline, and staffing, so it is hard to assess school climate and day-to-day operations from the available information. A parent may want to ask the school directly about attendance patterns, teacher turnover, and disciplinary approaches. The data also did not include program offerings, so whether the school provides enrichment such as art, music, or gifted services is not captured here.
The district brief did not identify any recent major changes such as boundary shifts, leadership turnover, or new program launches that would alter a family's reading of the school. This suggests a period of relative continuity. The housing market in Lexington shows median home values well below state and national benchmarks, which is consistent with the area's slower growth and modest income levels. Home values have seen some recent appreciation, but affordability relative to national averages remains favorable.
For a family considering this school, the picture is of a stable, middle-ground elementary school in a small town that values its local identity. Academic performance is adequate and comparable to county peers. The gaps in publicly available data on discipline, attendance, and programming mean that a firsthand visit and conversation with staff would be especially useful for anyone trying to gauge fit beyond test scores. The school serves the elementary years only, so families will need to consider middle and high school options within the two school systems operating in Lexington.
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