The top reported proficiency rate is 47% in Math. The lowest is 42% in English language arts.
Original Research by School Decision on Man Elementary School
Man Elementary School sits in Mallory, a small rural census-designated place in southern Logan County, West Virginia. The community strings along Huff Creek and West Virginia Route 10, a collection of unincorporated hamlets with roots in coal mining. Publicly reported sources note that Mallory took its name from the Mallory Coal Company, and the area has long been a low-income residential community with limited commercial activity. The population has been declining over recent census cycles, with projections pointing to continued contraction. The built environment is scattered residential development along the creek valley and the highway, with no identifiable downtown center. Mallory sits a few miles southeast of the town of Man and about sixteen miles southeast of Logan, the county seat. No current major employers surfaced in publicly available sources, and no parks, libraries, or transit information was found for the immediate area.
The school serves prekindergarten through fourth grade and is a regular public school within Logan County Schools. Its enrollment is modest for its grade band. The student body is nearly entirely white, with only a handful of students identifying as Black, Hispanic, or two or more races. Free-or-reduced-price lunch data was not available, and information on students with individualized education programs or English learners was not reported. Title I status was also not provided in the available data. Parents looking for a clear picture of the school's poverty concentration or special-population services may want to ask the school directly, since these gaps leave a real hole in the profile.
State testing data exists only for third and fourth grade, which is expected given that Man Elementary does not serve fifth grade or above. West Virginia begins its general summative assessment in third grade, so the tested grades align with the upper portion of what this school offers. Science results are absent because the state science assessment is administered in fifth grade, a grade this school does not cover. No graduation rate applies here, for the same reason.
In mathematics, third-grade proficiency landed just below the midpoint, and fourth grade came in slightly higher, essentially at the midpoint. English language arts followed a similar pattern, with third grade lower and fourth grade matching the fourth-grade math result. Full participation was reported across both tested grades, meaning every enrolled student in those grades sat for the assessment. The results suggest a school where roughly half of tested students are meeting state proficiency benchmarks in both subjects, with third-grade reading being the softer spot. Average scale scores were not available, so there is no way to compare how students performed relative to peers beyond the proficiency cut. A parent may want to look into reading support in the early grades further with the school, particularly given where third-grade ELA landed.
No trend data was available beyond the current year, so there is no way to tell from the provided data whether these results represent improvement, decline, or stability. No comparison fact-set was provided to position the school against its county neighbors. Course access, staffing, attendance, and discipline data were all absent from the available records. No program offerings were listed, so parents would need to contact the school to learn about any specialized instruction, intervention services, or enrichment activities that may exist beyond what appears here.
What the data does support is a picture of a small rural elementary school serving a close-knit, predominantly white community in a historically coal-dependent area that is losing population. The academic results from the two tested grades are middling, with math and fourth-grade ELA sitting near the middle of the proficiency range and third-grade ELA trailing behind. The school's full participation rate is a positive sign of assessment engagement. Beyond that, the gaps in the available record are substantial enough that a family considering this school should treat the profile as a starting point and bring specific questions to the administration about supports, programs, and student services that the public data does not capture.
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