For the 2025-26 school year, there are 2 public elementary schools serving 206 students in 69022, NE.
The top ranked public elementary schools in 69022, NE are Cambridge Elementary School and Cambridge Middle School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public elementary schools in zipcode 69022 have an average math proficiency score of 66% (versus the Nebraska public elementary school average of 60%), and reading proficiency score of 54% (versus the 47% statewide average). Elementary schools in 69022, NE have an average ranking of 6/10, which is in the top 50% of Nebraska public elementary schools.
Minority enrollment is 4% of the student body (majority Hispanic), which is less than the Nebraska public elementary school average of 39% (majority Hispanic).
Best 69022, NE Public Elementary Schools (2025-26)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Cambridge Elementary School
(Math: 70-79% | Reading: 60-69%)
Rank:
Rank:
9/
Top 20%10
1003 Nelson St
Cambridge, NE 69022
(308) 697-3322
Cambridge, NE 69022
(308) 697-3322
Gr: PK-4 | 132 students Student-teacher ratio: 13:1 Minority enrollment: 3%
Rank: #22.
Cambridge Middle School
(Math: 60-64% | Reading: 45-49%)
Rank:
Rank:
6/
Top 50%10
1003 Nelson Street
Cambridge, NE 69022
(308) 697-3322
Cambridge, NE 69022
(308) 697-3322
Gr: 5-8 | 74 students Student-teacher ratio: 15:1 Minority enrollment: 5%
Frequently Asked Questions
What are the top ranked public elementary schools in 69022, NE?
The top ranked public elementary schools in 69022, NE include Cambridge Elementary School and Cambridge Middle School.
How many public elementary schools are located in 69022?
2 public elementary schools are located in 69022.
What is the racial composition of students in 69022?
69022 public elementary schools minority enrollment is 4% of the student body (majority Hispanic), which is less than the Nebraska public elementary schools average of 39% (majority Hispanic).
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