The top reported proficiency rate is 36% in Math. The lowest is 8% in Social studies.
Original Research by School Decision on Reeves-rogers Elementary
Reeves-Rogers Elementary is a regular public school in Murfreesboro, Tennessee, serving kindergarten through fifth grade within the Murfreesboro City Schools district. The school sits in a fast-growing city that functions as the largest suburb of Nashville and the seat of Rutherford County, a place shaped by a major university presence, a traditional downtown anchored by the county courthouse, and large employers including Nissan, an Amazon fulfillment center, and Middle Tennessee State University. The city has seen sustained population growth, one of the fastest in the state since the 1990s, driven largely by its proximity to Nashville and university expansion. The housing market in the school’s zip code reflects a community with home values and rents that sit roughly around national benchmarks; the area’s price-to-income ratio suggests affordability is a consideration for many families.
The school serves a student population that is diverse. The largest group of students identifies as Black, roughly half the enrollment. Just over a quarter of students identify as white, and a substantial share identify as Hispanic. Smaller percentages identify as two or more races or as Asian. Data on the share of students qualifying for free or reduced-price lunch was not available, nor were counts for students with disabilities or English learners, so readers should consult the school directly for those figures.
State assessment results provide the main window into academic performance. On the TNReady tests administered in the most recent year, Reeves-Rogers Elementary’s proficiency rates in math, English language arts, and science all fell below the midpoint when compared with other districts in Rutherford County. In math, roughly one-third of students scored at the proficient or above level. In English language arts, the proficiency rate was slightly lower, around three in ten students. In science, about one in three students met the proficient threshold. A separate social studies assessment from an earlier year showed a very low proficiency rate, though that result came from a much smaller group of test-takers, and a parent may want to ask the school about current social studies instruction and testing. The school’s overall proficiency index across tested subjects placed it in the bottom quartile relative to other districts in the county, with only two districts in the comparison set. The school had no graduation rate because it does not serve high school grades.
State testing participation rates were at or near full participation, at one hundred percent for math and science and just below that for English language arts, which means the results reflect nearly all students enrolled in tested grades.
The school operates as a standard elementary school in a mid-sized public district. No magnet or charter designation was reported. The district brief turned up no recent policy changes, curriculum shifts, or tax referendums meeting a four-year threshold, so families should expect continuity in how the district operates absent new information from local officials.
For a family considering Reeves-Rogers Elementary, the picture is straightforward. The school sits in a rapidly expanding metro area with a strong economic base and a university anchor. The student body is racially diverse. The academic performance data shows proficiency rates below the county average in the core subjects tested. Because the school serves only elementary grades, the academic pathway is focused on foundational skills in reading, math, and science. Families who want to understand the school’s approach to supporting students who are not yet meeting proficiency benchmarks will need to explore that directly with the school, as the available data does not describe interventions or instructional models. The community context is one of growth and suburban expansion, which likely shapes the experience of schools in the area through enrollment pressures and infrastructure demands, though specific effects on this school were not captured in the data.
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