Schools in Zip Code 66901

ZIP code 66901 has three public schools in the Concordia district, serving prekindergarten through grade 12 and enrolling 1,149 students. Results differ by subject and school: Concordia Elementary leads in English language arts (ELA), while the middle school and high school show notably different math and science results. Because the schools serve different grade spans, all-grades comparisons are not strictly like-for-like. The clearest current standout is Concordia Middle in math and science.

Concordia Elementary has the strongest all-grades ELA result: 59% proficient, 13 percentage points above the state and 11 points ahead of Middle, the next-highest school. Its math results vary by grade: grade 3 is 7 points above the state, but grade 4 is 6 points below. Concordia Middle leads in math at 54%—13 points above the state—and science at 56%, 18 points above. Its ELA is 48%, just 2 points above the state, and grade 6 ELA is 1 point below its grade-level state result. Concordia Junior-Senior High has the lowest all-grades ELA and math results, and the lowest science result among the two schools with science scores: ELA is 40%, 6 points below the state; math is 42%, 1 point above; and science is 34%, 4 points below.

Recent changes show different trajectories: Middle’s science result rose 14 percentage points, while Junior-Senior High’s fell 5; high-school math rose 6 points and ELA rose 4, though ELA remains below the state. SchoolDigger ranks Elementary 250th of 657 schools (62nd percentile) and Junior-Senior High 156th of 340 (54th percentile); the high school’s percentile improved from 49 the prior year but remains below 58 two years earlier, while Elementary stayed near 62–63. Attendance is another distinction: chronic absenteeism is 25% at Junior-Senior High, 16% at Elementary, and 5% at Middle, compared with 18% statewide. Student-teacher ratios are 12.0 at the high school, 12.6 at Elementary, and 16.4 at Middle; reported free/reduced-lunch rates are 53%, 63%, and 59%, respectively, as context rather than an explanation of results.