The top reported proficiency rate is 74% in Social studies. The lowest is 42% in English language arts.
Original Research by School Decision on Greenwood Elementary
Greenwood Elementary serves students in pre-kindergarten through grade six, making it the sole elementary school within the Greenwood School District. The school sits in the small, rural city of Greenwood in Clark County, a community that has remained essentially stagnant in population and that functions as a quiet residential hub with a compact old downtown. The district itself runs a single small school system, and the elementary building is the setting for all primary and middle-grade education before students move on to the district’s secondary school.
The student body is overwhelmingly White, with a very small number of Black and Hispanic students enrolled. A substantial share of students qualifies for free or reduced-price lunch, which places the school in a context where economic need is present for a sizeable portion of families. Data on students with individualized education programs and English learner status was not available, so a parent looking into special education or language support would need to ask the school directly.
On state assessments, performance varies noticeably by grade and subject. In mathematics, the share of students meeting or exceeding proficiency climbed at fourth grade and reached a strong high at sixth grade, where a clear majority of students scored at proficient or above. Third and fifth grade math results were softer, with fewer than half of students reaching proficiency. The same pattern appears in English language arts, where sixth graders posted a solid result, while third, fourth, and especially fifth graders were lower, with fifth grade showing a particularly weak outcome. Science testing in fourth grade showed a similar mixed performance, with less than half of students proficient. Social studies in fourth grade was a clear bright spot, with a large majority of students scoring proficient or above.
Taken together, the overall proficiency level across all tested subjects and grades places Greenwood Elementary in the top quartile relative to other districts in Clark County. That comparison set includes eight districts, so the school sits well above the county median on this composite measure. The strength is uneven, though. A parent looking at the results will see a school that produces some strong grade-level outcomes, especially in the upper elementary years, but also has softer spots in the middle grades that warrant a conversation with the school, particularly if a child is in a grade where the numbers are markedly lower.
Because the school serves only through grade six, there is no graduation rate to report. That is not a missing measure in the usual sense; the grade band explains its absence.
Greenwood’s housing market is relatively modest. Home values in the area are well below state and national benchmarks, and the cost of living is below the national average. The community is heavily car-dependent, with a long average commute and high car ownership per household. There are no major development projects or growth initiatives apparent, consistent with a village that has seen a modest population decline in recent years. The school’s campus location relative to downtown could not be confirmed from available sources, but given the town’s very small physical footprint, it is likely near the core. Civic anchors include City Hall, a peace memorial, and the Black River, but civic infrastructure like parks or a public library was not detailed in the search.
A parent considering Greenwood Elementary should understand that this is a small, rural school in a stable or slightly shrinking community, serving a mostly homogeneous student population with a notable share of economic need. Academic performance is above the county average overall, with sixth grade standing out as a strong year, but there are grade-level dips, particularly in fifth grade, that would benefit from direct inquiry. Special education and English learner data are missing from the available record, so those are open questions. The school’s size means a close-knit setting, and the district’s small footprint means transitions and support structures are likely handled on a personal scale.
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