The top reported proficiency rate is 69% in Science. The lowest is 51% in Math.
Original Research by School Decision on Cumberland Heights Elementary
Cumberland Heights Elementary serves prekindergarten through fifth grade as a regular public school in Clarksville, Tennessee, part of the Montgomery County district. The school sits within an area that reflects Clarksville’s broader character: a mid-size city that blends historic downtown streets, university life from Austin Peay State University, and extensive suburban residential subdivisions. The local economy is driven heavily by Fort Campbell, a major military installation, along with Austin Peay and a substantial industrial and logistics base that includes Trane, Amazon, FedEx, and several other large employers. Clarksville is among the fastest-growing cities in Tennessee, with population growth that has brought new distribution centers and residential expansion across its large land area.
The school’s enrollment is substantial for an elementary serving PK through fifth grade, and its student body is predominantly white, with Hispanic and Black students each making up a notable share, and smaller numbers of students who are Asian, of two or more races, or American Indian or Alaska Native. Data on how many students qualify for free or reduced-price meals was not available from the state, and the same is true for counts of students with disabilities and English learners. A parent who wants a sense of the school’s economic and support-service makeup would need to ask the school directly, as that information is not part of the public record provided here.
On state assessments, which measure proficiency in reading, math, and science in grades three through five, Cumberland Heights Elementary shows a mixed picture. In English language arts, roughly half of students scored proficient or above. In math, the share was close to that same level, with just about half meeting the bar. Science performance was stronger, with a notably higher proportion of students reaching proficiency. These results come from Tennessee’s TNReady tests and reflect a single recent school year. The school’s participation rate on these tests was high, which means the scores represent the vast majority of enrolled students in the tested grades. Because the comparison data for this school relative to other districts in Montgomery County was too limited to draw conclusions, these proficiency numbers stand on their own rather than against local peers.
The school is a regular public school, not a charter or magnet, so its offerings follow the district’s standard elementary curriculum. No specific information about specialized programs, such as gifted education, arts, or STEM tracks, was provided in the data. The district brief did not turn up any recent changes that would affect families, such as boundary adjustments, program launches, or leadership turnover. That may reflect that the district has not made any major parent-facing changes in the last few years, or simply that those details were not captured in the available record. A parent should feel comfortable asking the school or district office directly about current program offerings or any upcoming shifts.
The housing context in the zip code area serving Cumberland Heights shows that home values are within a range that aligns broadly with state and national benchmarks, though affordability depends on individual circumstances. Rent levels and mortgage costs are consistent with a mid-size Southern city experiencing growth. The mix of military, university, and industrial employment in Clarksville creates a relatively stable economic base, which can be a consideration for families weighing long-term stability.
For a family considering this elementary school, the academic picture is one where about half of students meet state standards in reading and math, and science results are stronger. The school serves a large student population in a growing city with a diverse economic base. The missing information on economic disadvantage and special programs means a prospective parent should reach out to the school to get a fuller sense of the support systems and enrichment opportunities available. This is a school where the available data gives a partial view; the rest depends on a conversation with the school itself.
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