Summary
Park Elementary School is a public school in Fort Smith, AR, serving 387 students from Pre-K through 5th grade, and is part of the Fort Smith School District. The school faces significant challenges, with nearly 90% of students qualifying for free or reduced-price lunch, and its academic performance has been consistently low, ranking in the bottom 20% of Arkansas elementary schools over the past decade. For the 2025-2026 school year, proficiency rates in English Language Arts (19.7%), Reading (18%), Mathematics (23.3%), and Science (26.2%) are well below district and state averages.
Despite these overall struggles, Park Elementary has a notable bright spot: its 4th-grade Science class, where 40.8% of students were proficient in the 2025-2026 school year. This is the only subject and grade level where the school outperforms the district average (39.0%) and comes close to the state average (44.4%), suggesting a highly effective teacher or program at that level. In contrast, nearby schools like Bonneville Elementary (ELA: 47.3%) and Euper Lane Elementary (ELA: 50.4%) perform well above state averages, while Sunnymede Elementary, located just over a mile away with a nearly identical poverty rate (91.37%), outperforms Park in every subject, especially Mathematics (41.5% vs. 23.3%). This gap highlights that factors beyond poverty, such as school leadership and instructional quality, are likely driving performance differences.
Park Elementary is part of a cluster of struggling schools in the Fort Smith district, including Tilles Elementary (6th percentile), Sutton Elementary (15th percentile), and Spradling Elementary (14th percentile), all within 2.5 miles and sharing similar challenges. The school’s ranking has declined from the 30th percentile in 2016-2017 to the 9th percentile in 2025-2026, a trend more pronounced than at peer schools like Ballman Elementary, which improved from the 60th to the 49th percentile. Additionally, per-student spending at Park ($13,603) is lower than at Raymond F. Orr Elementary ($16,992), which has a lower poverty rate and higher test scores, suggesting the school may not receive proportional financial resources to address its socioeconomic challenges.
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