Summary
Glenview Elementary School in North Little Rock, AR, is a public school serving 344 students in grades PK through 5, where 100% of students qualify for free or reduced lunch, reflecting a community with extremely high economic need. Part of the North Little Rock School District, the school has historically ranked in the bottom 10% of Arkansas elementary schools, but recent data shows a slight upward trend, with its state ranking improving from the 1st percentile to the 7th percentile over the last three years.
One of the most striking findings is that Glenview spends significantly more per student than nearby schools—$20,775 in 2023-2024—yet achieves much lower academic outcomes. For comparison, Lakewood Elementary School, just 2.6 miles away, spends only $12,901 per student but achieves proficiency rates three to four times higher, such as 60.6% in math versus Glenview's 25.7%. This "high spending, low performance" paradox suggests that the challenges at Glenview are deeply systemic, likely tied to factors like concentrated poverty and student mobility, rather than a lack of resources. However, there is a glimmer of hope: Glenview's math proficiency has risen from 8.2% to 25.7% over the past two years, making it a relative strength compared to its ELA scores, and the school is one of the few in the area showing a clear positive trajectory.
When looking at nearby schools, Glenview's performance is poor even within its own district, but it is not an outlier. Meadow Park Elementary School, just 1.2 miles away, has similar demographics and only slightly better scores. In contrast, schools in the Pulaski County Special School District, like Sherwood Elementary School, or the Lisa Academy charter network, show dramatically better results, often with lower poverty rates. This highlights how district-level policies and community demographics can create vastly different educational environments within the same geographic area. While Glenview faces substantial challenges, its consistent upward trend in test scores offers a foundation for cautious optimism if the school can scale the strategies driving its recent improvements.
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