Summary
Sandstone School is a PK–5 elementary school serving 518 students in St. George, Utah, within the Washington District, an area with many nearby elementary schools that make local comparisons useful. The school has a relatively high level of economic need, with 65.06% of students qualifying for free or reduced-price lunch. Its 2025–26 statewide ranking was 380th of 563 schools, placing it in the 33rd percentile with a two-star rating. That is an improvement from its 18th-percentile standing in 2020–21, although it remains below the district’s overall ranking and several nearby schools.
Academic results are below district averages, particularly in mathematics and science. Sandstone’s average proficiency across tested grades was approximately 43.0% in English language arts, 38.7% in math, and 44.3% in science, compared with district averages of about 50.3%, 51.2%, and 55.5%. Grade 3 math was a notable challenge at 34.7%, while grade 5 ELA was comparatively stronger at 46.2%. Still, Sandstone School generally outperformed similarly high-poverty neighbors such as Legacy School and Washington School, and was broadly competitive with Panorama School. By contrast, Crimson View School, Riverside School, Horizon School, and Majestic Fields School ranked substantially higher.
One of Sandstone’s strongest indicators is its performance with students from low-income households: this subgroup ranked 27th of 139 schools statewide in 2025–26, in the 81st percentile. That suggests the school may be especially effective relative to schools serving similar populations, even though overall proficiency remains modest. The biggest concern is attendance. Chronic absenteeism reached 39.8% in 2024–25, compared with 15.4% districtwide and 23.8% statewide, higher than every listed nearby school except Mountain View Montessori. Sandstone’s student–teacher ratio of 20.3 is moderate locally. For families, the clearest priorities are improving attendance, strengthening foundational math—especially in grade 3—and addressing grade 4 science, while building on the school’s relative success with economically disadvantaged students.
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