Based on the survey results and current financial conditions, district leadership did not recommend moving to a Primary-Intermediate Elementary model that would have drastically changed the structure of the district’s elementary schools.
The RGSD Board of Education voted to close Danforth Elementary School at the end of the 2025-26 school year. The District considered altering the elementary model so that four schools would educate scholars from Kindergarten through Second Grade, while the other four elementary schools would educate scholars from Third Grade through Fifth Grade. However, after the results of a community survey, the district has decided not to move forward with that plan at this time.
The recent survey, conducted in November by Riverview Gardens School District, found mixed community and staff sentiment toward a proposed realignment of elementary schools into Primary (K-2) and Intermediate (grades 3-5) campuses, with logistical and emotional concerns outweighing support for immediate implementation.
The survey sought feedback from families and employees on the proposed model. Parents made up 47% of respondents, while 29% were district faculty and staff. While some respondents were familiar with the concept, 31% said they were not familiar at all prior to completing the survey, signaling a need for additional education on the proposal.
Overall responses showed a slight lean toward support, with 43% in favor of the realignment, 33% opposed and 24% undecided. When asked about the potential impact on their child or family, 57% anticipated a positive effect, while 21% expected a negative impact and 26% remained unsure.
Supporters cited academic benefits, including more age-specific instruction and targeted support. Nearly half of respondents said the model could improve instructional focus, and 45% noted the potential for more intentional use of resources for early learners and upper elementary students.
However, concerns were widespread. Transportation and travel distance between schools was the top concern, cited by 41% of respondents, followed closely by separating siblings into different schools at 38%. Additional concerns included student transitions between second and third grade, building relationships with new staff, coordination between sister schools and attendance challenges for families with children attending different campuses.
Parents also raised concerns about the impact on younger students, students with special needs and families already navigating multiple transitions. Some respondents noted recent academic progress and emphasized the importance of stability during the 2026-27 school year as the district works toward full accreditation.
The district will now focus on how to strengthen early elementary education through professional development, curriculum alignment, a focus on foundational literacy and math skills, and improved attendance efforts. District officials said the idea of realignment may be revisited once financial conditions improve for the district and its partner organizations.