Summary
Olympia Heights Elementary School is a public PK-5 school in Miami, FL, serving 318 students within the Miami-Dade district, where a high percentage of students (68.87%) come from economically disadvantaged backgrounds. The school has a 3-star rating and ranks in the 51st percentile statewide, placing it in the lower half of its immediate peers, as most nearby schools rank in the 70th to 99th percentile.
One of the most striking findings is the school's extreme divergence in academic performance: it is a powerhouse in Math, with 71% of 3rd graders, 77% of 4th graders, and 67% of 5th graders proficient in 2025-2026, consistently above district and state averages. However, it struggles significantly in English Language Arts (ELA), with 4th-grade proficiency dropping to just 40%—a full 24 points below the district average. This "Math strong, ELA weak" paradox suggests a potential curriculum strength in mathematics that is not replicated in literacy. Additionally, the school spends nearly $20,000 per student, the second-highest among its peers, yet its academic outcomes are mediocre compared to neighbors like True North Classical Academy At Gateway, which spends half as much ($10,149) but achieves near-perfect scores. This high spending is not translating into top-tier results, possibly because funds are directed toward non-instructional areas or because the challenges of a high-poverty student body require more intensive interventions.
For parents comparing nearby schools, the closest rival is Rockway Elementary School (0.85 miles away), which is now ranked higher (55th percentile) and offers more predictable, if still modest, performance. While both schools are Math-strong and ELA-weak, Rockway’s ELA scores (54%, 59%, 62%) are more balanced than Olympia Heights' volatile scores (52%, 40%, 73%). Olympia Heights offers a higher risk/higher reward profile, with the potential for a great 5th grade experience but a risk of a poor 4th grade one. On a positive note, the school has a low chronic absenteeism rate of 16.6%, significantly lower than the district (28.2%) and state (31.4%) averages, indicating that attendance is not a major barrier to learning.
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