The top reported proficiency rate is 22% in Science. The lowest is 9% in Math.
Original Research by School Decision on Logan Elementary
Logan Elementary is a regular public elementary school in Spokane, Washington, serving pre-kindergarten through fifth grade as part of Spokane Public Schools. The school sits in the city’s Logan neighborhood, a section of Spokane that sits within the broader Spokane River valley context. Spokane itself is the second-largest city in Washington and the economic anchor of the Inland Northwest, with a downtown core along the Spokane River and a mix of residential neighborhoods. The district has recently opened several new middle schools funded by a substantial construction bond, a shift in the district’s middle school configuration that eventually affects feeder patterns for elementary schools like Logan.
The student body at Logan is diverse. White students form the largest single group, but more than two-fifths of the students come from other backgrounds. Native Hawaiian or Pacific Islander students make up a notable share, and there are also multiracial, Hispanic, Black, American Indian or Alaska Native, and Asian students. A very large majority of the student body qualifies for free or reduced-price lunch, a hallmark of a school serving a high-poverty population. Enrollment figures place Logan as a school of a modest size for an elementary school, with a relatively even spread across grades from kindergarten through fifth, plus a pre-kindergarten program that suggests early childhood offerings on site.
Those two factors—a high-poverty student body and the school’s relatively small size—are important context for the academic proficiency data the state has released. On the Washington state assessments, Logan’s results are low across both English language arts and math, and also in the fifth-grade science test. The most recent data show that the overall proficiency rate across tested subjects and grades places the school in the bottom quarter among its peers when compared to other elementary schools in Spokane County. The available grade-level results, which come from a single year of assessment, show that fewer than one in ten students reached proficiency in third-grade math, and the English language arts results for third grade also reflect a very low share of students meeting the bar. Fifth-grade figures improved somewhat, with a bit more than a fifth of students proficient in both English language arts and science, but those remain well below typical countywide averages. A single year of data does not show a trend line, and there is no prior year to compare, so it is not possible to tell from this single snapshot whether the school is improving, holding steady, or in decline. The state also suppressed data for fourth-grade math and English language arts as well as fifth-grade math, likely because the number of students tested in those categories was too small to report publicly, which is a common practice in small schools.
The school’s environment lacks several pieces of data that would help a family evaluate it more fully. Information on discipline rates, chronic absenteeism, staffing patterns, and course access was not available in the data provided. No data on special education or English learner populations was available either, which is a gap for any family whose child might need those services. The school is not identified as a magnet school, nor is there any record of its Title I status, though given the high share of low-income students it would very likely receive federal Title I funding.
For a parent or resident considering this school, the picture is straightforward. Logan is a small, high-poverty elementary school in a large city district. Its state test results are low and place it at the lower end of the spectrum in Spokane County. A parent whose child is doing well academically or needs enrichment may find the school’s proficiency rates a concern and would want to ask the school directly about its instructional supports, intervention programs, and any gifted or advanced learning offerings. A parent whose child needs intensive support or comes from a similar background might find that the school’s staff are experienced with the specific challenges of a high-poverty setting, but the data do not provide evidence about the quality of that support. A family considering the school should also factor in the broader district changes: the new middle schools mean that the feeder pattern from Logan to its eventual middle school has shifted in recent years, and that could be worth exploring with the district office.
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