Summary
Covington Elementary School in Covington, LA, serves 551 students from Pre-Kindergarten through 3rd grade and is part of the highly-ranked St. Tammany Parish school district, which sits in the 84th percentile statewide. While the school boasts a favorable student-teacher ratio of 11:1, its most recent state ranking (2025-2026) has dropped to the 50th percentile (3 stars), its lowest point in over a decade. This marks a significant decline from its peak performance in 2014-2015, when it ranked in the 91st percentile (5 stars). The school serves a moderately high-needs population, with 56.81% of students qualifying for free or reduced lunch.
Academically, Covington Elementary is underperforming compared to nearby schools. In the 2025-2026 school year, its proficiency rates in Mathematics (58%), English Language Arts (68%), and Social Studies (49%) are significantly below the district average and trail nearly every comparable neighbor. For example, Pontchartrain Elementary (88% Math, 84% ELA) and Mandeville Elementary (85% Math, 84% ELA) outperform Covington by 20-30 percentage points in core subjects. Even E.E. Lyon Elementary, which has a higher poverty rate (61.62% vs. 56.81%), outperforms Covington in Math (67% vs. 58%). The school also has a high chronic absenteeism rate of 19.7% (2024-2025), nearly double that of top-performing peers like Pontchartrain (6.4%) and Mandeville (8.9%).
Despite these challenges, there are bright spots. Covington Elementary shows remarkable strength in serving its English Language Learner (ELL) students, who ranked in the 85th percentile statewide in 2025-2026, earning 4 stars—a significant improvement from the 54th percentile in 2022-2023. This success could serve as a model for improving outcomes for other student groups. However, the school's overall decline, including a drop in support for male students and low socio-economic status students, suggests systemic issues that need addressing. The paradox of a reduced student-teacher ratio (from 17.9:1 to 11:1) alongside declining scores indicates that the challenges may lie in curriculum, instructional strategies, or addressing root causes of absenteeism rather than staffing levels.
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