The top reported proficiency rate is 54% in Math. The lowest is 41% in Social studies.
Original Research by School Decision on Paris Elementary
Paris Elementary is a regular public school serving grades three through five in the city of Paris, Tennessee. It sits within the small, county-seat city of Paris, a community with a traditional downtown centered on its courthouse square. The local economy is a mix of manufacturing, small industry, and agricultural trade. Notable civic anchors include Eiffel Tower Park with its walking trails and pool, and the Krider Performing Arts Center, which is physically attached to the elementary school building and hosts community events. The community information available describes a stable small city with a traditional layout and a handful of annual festivals that bring street life downtown. Any specific growth or development projects were not detailed in the search results.
As a grade-three-through-five building, Paris Elementary does not serve pre-kindergarten, kindergarten, first, or second grade, and it does not feed into high school. Therefore, there is no graduation rate for the school. State testing data, however, is available and the school participated in TNReady assessments with near-universal participation. On the most recent reported results, students at Paris Elementary performed at a level of proficiency in math that was below the midpoint for schools in the county, with a proficiency rate of roughly half of students meeting the state standard. In English language arts, about half of students were proficient. In science, the proficiency rate was lower, with fewer than half of students meeting the mark. These results cover the three grades in the building. The academic picture, then, is one where a significant share of students are meeting state expectations and a significant share are not, with math and ELA landing close to the fifty-fifty mark and science trailing further behind. The school’s overall proficiency index across tested subjects placed it in the bottom quartile relative to the two districts in Henry County.
The student body is diverse but not highly so. The majority of students are white, with a smaller share of Black students and a modest share of Hispanic students. Students identifying as two or more races make up a noticeable portion of the enrollment, and Asian and American Indian or Alaska Native students are present in very small numbers. The school has a small enrollment for a building serving three grades. No data was available on the share of students qualifying for free or reduced-price lunch, nor on the share of students with an Individualized Education Program or English learner classification. A parent may want to ask the school directly about those support populations.
The housing market in the area reflects a cost of entry notably below national and state benchmarks. While the national median home value is considerably higher and the state median also exceeds it, the local housing stock is more affordable. The area has seen home value appreciation. This context matters for a parent comparing the cost of living relative to other places.
No information was available on school-level discipline, staffing ratios, attendance rates, or chronic absenteeism, either because the data was not reported or not provided for this level of analysis. A parent looking into classroom conditions or school climate would need to seek that information directly from the school or district. The parent district, Paris, did not have any recent high-impact changes surfaced by research, so the school’s operational context appears to be one of continuity.
Paris Elementary offers a typical intermediate-grade academic pathway in a small-city setting. The street address places it on Volunteer Drive, near the center of town and adjacent to a performing arts venue that serves the broader community. The peer environment is mixed academically, with a majority-white student population and a significant minority of Black and Hispanic students. For a family weighing this school, the central question is what level of academic support is available to move students from the roughly half of students currently meeting standards to a higher share, particularly in science. That, and the absence of demographic support data, are notable gaps worth investigating.
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