The top reported proficiency rate is 35% in English language arts. The lowest is 24% in Math.
Original Research by School Decision on George C Marshall Elementary
George C Marshall Elementary serves students from preschool through fifth grade as a regular public school in the Vancouver School District, located in the mid-sized city of Vancouver, Washington. The school sits in a city that blends residential neighborhoods, commercial districts, and industrial activity, and is part of the broader Portland metropolitan area. The district itself is a major employer in the region, and the school is one of many neighborhood elementary schools that serve families across Vancouver.
The student body is racially and socioeconomically diverse. A substantial share of students qualify for free or reduced-price meals, indicating that the school serves a population with significant economic need. The largest racial group is white students, followed by a sizable Hispanic population, and smaller shares of students who identify as two or more races, Native Hawaiian or Pacific Islander, Black, Asian, and American Indian or Alaska Native. This mix gives the school a multiethnic peer environment. Data on the share of students receiving special education services or classified as English learners was not available, so a parent may want to ask the school directly about those supports.
On state assessments administered in the most recent school year, proficiency rates in English language arts were below the midpoint among tested grade levels. Math proficiency rates were also below that same midpoint, and science proficiency for fifth graders followed a similar pattern. When compared with other elementary schools within Clark County, Marshall's overall proficiency across tested subjects and grades placed it in the bottom quartile relative to other districts in the county. This means that, on these measures, the school's academic performance was lower than the typical elementary school in the area. These results represent a single year of data, so there is no trend yet to show whether performance is moving in a particular direction.
Because Marshall is an elementary school that does not serve high school grades, there is no four-year graduation rate to report. Similarly, data on chronic absenteeism was not available. Discipline data and course access information were also absent from the available records, so a family may want to discuss those topics with the school or district.
Housing in the area around the school carries a value that sits below the state benchmark for Washington, though the area has seen a modest year-over-year decline in home values recently. Rents have shown a slight increase over the same period. The typical monthly mortgage payment on a median-priced home would be higher than the typical rent, which means buying a home is more expensive than renting in this market. The national median household income, as a point of reference, has risen over the past several years, and the national unemployment rate has remained relatively stable.
Vancouver itself is one of the fastest-growing cities in Washington, with a recent annexation proposal that could significantly expand its boundaries and population. The city has a historic downtown, a developing waterfront area, and a mix of older neighborhoods and newer suburban subdivisions. The school itself is in the western part of the city, an area that includes older neighborhoods and some of the city's historic fabric. Major employers in the area include corporate headquarters, the Port of Vancouver, and the healthcare sector.
The district did not have recently reported parent-relevant changes that met the search criteria, so no information on upcoming boundary adjustments, program additions, or leadership shifts was available. For a family considering this school, the core picture is an elementary school in a growing city with a diverse student body and state assessment results that fall below the average for its county. A parent may want to visit the school, ask about academic supports, and understand what programs or interventions are in place for students who are not yet meeting proficiency benchmarks.
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