Best Public Schools in Zip Code 38104

ZIP code 38104 is home to 10 schools serving grades K–12 within the Memphis-Shelby County Schools district, enrolling roughly 5,610 students. The area includes 3 elementary schools, 2 middle schools, and 5 high schools, creating an educational landscape of dramatic contrasts. While the district itself ranks 137th out of 141 Tennessee districts, this small ZIP code contains schools ranging from the state's 99th percentile down to the 14th percentile, making it a true microcosm of educational inequality.

For parents seeking strong academic options, Maxine Smith STEAM Academy is the clear standout. This middle school ranked in the 95th percentile statewide in 2025-26 after hitting the 99th percentile the prior year, with 75.1% ELA proficiency and a remarkable 94.4% Algebra I proficiency—far exceeding state averages. It also spends the least per student among all 10 schools at $12,546. Idlewild Elementary School is the top elementary choice, holding 4-star or 5-star ratings for three straight years with 68.5% ELA proficiency and just 7.5% chronic absenteeism. Among high schools, Crosstown High School is the most consistent, posting a 97.5% graduation rate and strong English results, while Middle College High School has the lowest chronic absenteeism at 5.3% but has declined from the 91st to 53rd percentile.

The flip side of the coin is concerning. Bruce Elementary School ranks in the 14th percentile with a 43.1% chronic absenteeism rate. Bellevue Middle School sits at the 21st percentile with just 16.7% math proficiency, and Peabody Elementary School ranks in the 20th percentile. Memphis Academy Of Science Engineering Middle/High graduates 96.9% of students but has a staggering 58.0% chronic absenteeism rate, while Central High School posts a 90.2% graduation rate despite weak test scores. Notably, spending does not predict success—the highest-spending school has some of the lowest outcomes, and the lowest-spending school has the best. Chronic absenteeism, school culture, and instructional quality appear to matter far more than funding in separating success from struggle here.