Summary:
Elementary schools in Springfield, Colorado, consist of a single school—Springfield Elementary School—serving grades PK through 5 in a small, rural community within the Springfield School District No. Re-4. With 156 students and a very favorable student-teacher ratio of 9.6, this is a small school facing significant socioeconomic challenges: 73% of students qualify for free or reduced-price lunch, and the district itself ranks in the bottom 6% of Colorado districts.
Despite these obstacles, Springfield Elementary stands out for its strong math performance. In the 2025–2026 school year, all-grades math proficiency reached 45.8%, exceeding the state average of 37.3% and far outpacing the district's 36.0%. The school also outperformed its district in English Language Arts (37.5% vs. 32.6%). However, there are clear trouble spots. Fifth-grade scores lag well behind state averages: just 21.1% proficiency in math and 26.3% in ELA, compared to 39.3% and 49.9% statewide. Chronic absenteeism is also a concern, affecting 29.3% of students, slightly above the state rate of 28.4%. Meanwhile, the school's statewide ranking has slipped from the 34th percentile (2 stars) in 2023–2024 to the 22nd percentile (1 star) in 2025–2026, even as test scores improved—likely reflecting faster gains elsewhere in Colorado.
For parents, the most important takeaway is that Springfield Elementary offers small class sizes and a math program that has produced dramatic year-over-year improvement—jumping 22.7 percentage points in math proficiency. The school clearly outperforms its district and, in math, the state, despite high poverty levels. That said, fifth-grade achievement is a real weakness, suggesting younger grades are driving the school's positive results while upper elementary students need more support. With nearly 3 in 10 students chronically absent, improving attendance will be essential to sustaining progress. Overall, this is a school with notable bright spots in math and individualized attention, but families should be aware of the upper-grade gaps and the need for consistent student attendance.
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