Summary
Alexander Elementary School serves 427 students in grades PK-5 in Jackson, Tennessee, as part of the Jackson-Madison County Schools district, and it is one of the lowest-performing elementary schools in the state. Alexander consistently ranks in the bottom 1–5% of Tennessee elementary schools, with zero stars in recent years. In 2025–26, math proficiency was 17% compared to the state average of 43%, English language arts proficiency was 11.1% versus 40.6% statewide, and science proficiency was 11.1% compared to 46.9% statewide. Chronic absenteeism is a serious concern, with 36.2% of students chronically absent in 2024–25—roughly double the state rate of 18.3%—though this has improved from a peak of 54.1% in 2020–21.
Compared to nearby schools, Alexander’s performance is near the bottom of an already low-performing cluster. In 2025–26, Alexander ranked at the 4th percentile statewide, while nearby Community Montessori School ranked at the 70th percentile, Pope School at the 41st, East Elementary School at the 25th, and Thelma Barker Elementary School at the 23rd. Only Isaac Lane Technology Magnet Elementary School and Andrew Jackson Elementary School had similar or lower performance. Notably, Alexander spends $13,736 per student—more than several better-performing neighbors like East ($12,904), Thelma Barker ($12,050), and Pope ($12,762)—and maintains a favorable student-teacher ratio of 13.6. Yet these resources have not translated into achievement gains.
There are signs of improvement from a very low base. Math proficiency has risen from 5.6% in 2022–23 to 17% in 2025–26, and chronic absenteeism has dropped from 52.6% to 36.2%. However, academic gaps widen as students progress: 3rd grade math proficiency was 20.9% in 2025–26, while 5th grade math was just 11.4%. Attendance appears to be the most actionable lever. The best-performing nearby schools all have chronic absenteeism rates below 22%—Community Montessori at 6.8% and Pope at 9.5%—while Alexander sits at 36.2%. Reducing chronic absence could meaningfully improve learning time and outcomes. Without continued focus on attendance, early literacy, and closing grade-level gaps, Alexander risks remaining in the bottom percentile despite its recent upward movement.
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