The top reported proficiency rate is 28% in Science. The lowest is 24% in English language arts.
Original Research by School Decision on Crestview Elementary
Crestview Elementary is a regular public school in Covington, Tennessee, serving students from prekindergarten through fifth grade as part of the Tipton County Schools district. It is a neighborhood elementary school housed in its own campus, separate from the city’s historic downtown square where shops, dining, and the century-old courthouse sit. Covington itself is the county seat, a small town about an hour’s drive northeast of Memphis that describes itself as keeping its small-town character while functioning as a commercial and manufacturing hub. The school’s enrollment is almost evenly split between white students and Black students, with a small number of Hispanic students and an even smaller share of students who identify as two or more races.
On the state’s TNReady assessments, administered to students in grades three through five, the share of Crestview students scoring at the proficient or above level was modest across all three tested subjects. In mathematics, about a quarter of students reached proficiency. In English language arts, the share was similar, also just under a quarter. In science, the figure rose slightly, to more than a quarter but still well under a third. These results place the school’s academic performance in a position where families will want to understand the support structures in place and how the school works with students who are not yet meeting the proficiency benchmark. State testing data for social studies was available only from several years ago, and the assessment has changed since then, so it offers no current picture.
A notable gap in the available data is the absence of information on several factors that matter deeply to families. There is no publicly reported figure for the share of students who qualify for free or reduced-price lunch, nor for the number of students with an Individualized Education Program or who are English learners. Likewise, data on chronic absenteeism, discipline rates, and staffing ratios were not available in the source material. A parent considering Crestview would want to ask the school directly about class sizes, how students with different learning needs are supported, and what the school’s attendance patterns look like.
The housing context in the area shows that home values in the zip code where Crestview sits are below the state and national benchmarks, which will matter for families weighing whether to buy or rent. The estimated monthly mortgage payment and rent figures, combined with the unemployment rate, suggest a relatively affordable market compared to larger metro areas, though the town’s population has shown a modest decline, pointing to stable rather than rapid growth.
Crestview is one of several elementary schools in Covington, and the local public school system serves the entire county. Because Crestview only covers grades PK through five, there is no graduation rate to report—a standard gap for a school that does not serve high school grades. There is no charter or magnet designation on file, nor is there a record of the school receiving Title I funding in the data reviewed.
For a parent or resident reading this, the picture is of a school with a diverse student body, a conventional elementary program, and academic proficiency numbers that are not high. The missing data on special populations and school climate means that any decision should include direct conversations with the school about how it supports children who are behind grade level, what the daily environment is like, and how it communicates progress to families. The school is located in a small town with a walkable historic core but a largely auto-oriented layout, and the area has kept its population size steady rather than booming.
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