For the 2026-27 school year, there are 2 public elementary schools serving 215 students in Clayton, NM.
The top-ranked public elementary schools in Clayton, NM are Kiser Elementary School and Alvis Elementary School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Clayton, NM public elementary schools have an average math proficiency score of 43% (versus the New Mexico public elementary school average of 26%), and reading proficiency score of 50% (versus the 34% statewide average). Elementary schools in Clayton have an average ranking of 9/10, which is in the top 20% of New Mexico public elementary schools.
Minority enrollment is 64% of the student body (majority Hispanic), which is less than the New Mexico public elementary school average of 81% (majority Hispanic).
Best Public Elementary Schools in Clayton, NM (2026-27)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Kiser Elementary School
(Math: 50-59% | Reading: 50-59%)
Rank:
Rank:
10/
Top 10%10
224 Spruce St
Clayton, NM 88415
(575) 374-9611
Clayton, NM 88415
(575) 374-9611
Gr: 5-6 | 63 students Student-teacher ratio: 13:1 Minority enrollment: 68%
Rank: #22.
Alvis Elementary School
(Math: 30-39% | Reading: 40-49%)
Rank:
Rank:
8/
Top 30%10
404 Aspen St
Clayton, NM 88415
(575) 374-9611
Clayton, NM 88415
(575) 374-9611
Gr: PK-4 | 152 students Student-teacher ratio: 12:1 Minority enrollment: 63%
Frequently Asked Questions
What are the top-ranked public elementary schools in Clayton, NM?
The top-ranked public elementary schools in Clayton, NM include Kiser Elementary School and Alvis Elementary School.
How many public elementary schools are located in Clayton?
2 public elementary schools are located in Clayton.
What is the racial composition of students in Clayton?
Clayton public elementary schools minority enrollment is 64% of the student body (majority Hispanic), which is less than the New Mexico public elementary schools average of 81% (majority Hispanic).
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