For the 2024-25 school year, there are 2 public elementary schools serving 919 students in 50324, IA.
The top ranked public elementary schools in 50324, IA are Cowles Elementary School and Clive Learning Academy. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public elementary schools in zipcode 50324 have an average math proficiency score of 67% (versus the Iowa public elementary school average of 66%), and reading proficiency score of 73% (versus the 69% statewide average). Elementary schools in 50324, IA have an average ranking of 5/10, which is in the bottom 50% of Iowa public elementary schools.
Minority enrollment is 41% of the student body (majority Hispanic and Black), which is more than the Iowa public elementary school average of 28% (majority Hispanic).
Best 50324, IA Public Elementary Schools (2024-25)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Grades
Students
Rank: #11.
Cowles Elementary School
Magnet School
(Math: 75-79% | Reading: 85-89%)
Rank:
Rank:
9/
Top 20%10
6401 College Ave
Windsor Heights, IA 50324
(515) 242-7818
Windsor Heights, IA 50324
(515) 242-7818
Grades: PK-8
| 391 students
Rank: #22.
Clive Learning Academy
Magnet School
(Math: 61% | Reading: 63%)
Rank:
Rank:
3/
Bottom 50%10
1600 73rd Street
Windsor Heights, IA 50324
(515) 633-5800
Windsor Heights, IA 50324
(515) 633-5800
Grades: PK-6
| 528 students
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions麻豆果冻传媒>
What are the top ranked public elementary schools in 50324, IA?
The top ranked public elementary schools in 50324, IA include Cowles Elementary School and Clive Learning Academy.
How many public elementary schools are located in 50324?
2 public elementary schools are located in 50324.
What is the racial composition of students in 50324?
50324 public elementary schools minority enrollment is 41% of the student body (majority Hispanic and Black), which is more than the Iowa public elementary schools average of 28% (majority Hispanic).
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