For the 2026 school year, there are 2 public elementary schools serving 452 students in 50072, IA.
The top-ranked public elementary schools in 50072, IA are Earlham Elementary School and Earlham Middle School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public elementary schools in zipcode 50072 have an average math proficiency score of 80% (versus the Iowa public elementary school average of 70%), and reading proficiency score of 67% (versus the 69% statewide average). Elementary schools in 50072, IA have an average ranking of 6/10, which is in the top 50% of Iowa public elementary schools.
Minority enrollment is 6% of the student body (majority Hispanic), which is less than the Iowa public elementary school average of 29% (majority Hispanic).
Best 50072, IA Public Elementary Schools (2026)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Earlham Elementary School
(Math: 80-84% | Reading: 65-69%)
Rank:
Rank:
6/
Top 50%10
535 N Chestnut Ave
Earlham, IA 50072
(515) 758-2213
Earlham, IA 50072
(515) 758-2213
Gr: PK-5 | 316 students Student-teacher ratio: 13:1 Minority enrollment: 5%
Rank: #22.
Earlham Middle School
(Math: 75-79% | Reading: 65-69%)
Rank:
Rank:
6/
Top 50%10
535 N Chestnut Ave
Earlham, IA 50072
(515) 758-2214
Earlham, IA 50072
(515) 758-2214
Gr: 6-8 | 136 students Student-teacher ratio: 19:1 Minority enrollment: 8%
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions
What are the top-ranked public elementary schools in 50072, IA?
The top-ranked public elementary schools in 50072, IA include Earlham Elementary School and Earlham Middle School.
How many public elementary schools are located in 50072?
2 public elementary schools are located in 50072.
What is the racial composition of students in 50072?
50072 public elementary schools minority enrollment is 6% of the student body (majority Hispanic), which is less than the Iowa public elementary schools average of 29% (majority Hispanic).
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