Schools in Zip Code 30523

Zip code 30523, serving the Clarkesville area of Habersham County, Georgia, is home to three schools—North Habersham Middle School, Clarkesville Elementary School, and Woodville Elementary School—which together educate 1,195 students across grades pre-K through 8, with no high school in the immediate area.

North Habersham Middle School is the clear academic standout, ranking in the 86th–89th percentile statewide for three consecutive years. Its most remarkable achievement is a perfect 100% proficiency rate in Algebra I for two straight years, far surpassing the district (57.2%) and state (48.1%) averages. The school also excels in 8th grade mathematics (67.9% vs. state's 46.3%) and science (57.1% vs. state's 29.7%). Among the elementary schools, Woodville Elementary School stands out despite being the smallest, earning a 4-star rating and ranking in the 81st percentile. Woodville posts strong 3rd and 4th grade math scores (71.1% and 69.4%) and has the lowest chronic absenteeism rate in the zip code at just 7.9%. Clarkesville Elementary School is a consistent mid-tier performer with 3-star ratings, showing particular strength in English Language Arts across all grade levels, though its 3rd grade math proficiency (36.8%) lags behind both district and state averages.

All three schools belong to the Habersham County district, which ranks 56th out of 201 districts in Georgia. A notable pattern emerges between the two elementary schools: Woodville excels in early-grade math but saw a dramatic 36-point drop in 5th grade science (from 65.5% to 29.4%), while Clarkesville shows the opposite trend—weaker in 3rd grade math but stronger in 5th grade science (56.3%). Both elementary schools serve 100% free/reduced lunch populations yet outperform state averages, and all three schools beat the state's chronic absenteeism rate of 17.7%. Spending varies significantly, from $13,006 per student at the middle school to $17,916 at Woodville, yet the middle school achieves the strongest results with the least funding, suggesting instructional quality drives success more than resources alone.