Summary
Alice Smith Elementary is a PK–5 school in Reno, Nevada, serving 512 students in the Washoe County School District, where 100% of students are economically disadvantaged. In 2025–2026, it ranked 237th of 376 Nevada elementary schools—37th percentile and 2 stars—up from a low point in 2023–2024 and 2024–2025 but still below the state median. Among nearby schools with reported 2025–2026 data, it has the highest math (31.4%) and reading (43.6%) proficiency. Reading is close to district (44.4%) and state (45.2%) averages; math is about 5 points below both. Science is a major weakness at 10.4%, far below district (26.3%) and state (25.5%).
Grade-level results show a sharp split. Third- and fourth-grade reading are relatively strong: fourth grade is 52.3%, above district and state and the highest among nearby schools with reported data; third grade is 43.9%, near district and state. Fifth grade is the main pressure point, with math at 15.7% versus district 36.9%, reading at 35.7% versus district 53.7%, and science at 10.4% versus district 19.5%. Chronic absenteeism is also concerning: 30.6% in 2025–2026, worse than district (27.5%) and state (25.5%) and worse than many nearby schools, including Virginia Palmer Elementary, Lemmon Valley Elementary, Sun Valley Elementary, and Esther Bennett Elementary, though better than Silver Lake Elementary, Stead Elementary, and Sierra Nevada Academy Charter. The prior year’s rate was better than district and state, so the recent rise is a risk to gains.
Resources are relatively favorable: Alice Smith Elementary spends $15,685 per student, fourth highest among nearby schools, and its student–teacher ratio is 15.9, fourth lowest. Spending rose 52% from 2020–2021. Yet money alone is not enough—Lois Allen Elementary spends $36,371 per student but has much lower proficiency. Overall, the school is a local bright spot among nearby schools, especially in reading, but it remains below state median and far below district and state in science. The clearest priorities are fifth-grade math and science and reducing chronic absenteeism. Older subgroup data from 2017–2018 suggests past gaps for English-language learners and low-income students, but it is too dated to judge current equity.
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