The top reported proficiency rate is 2% in English language arts. The lowest is 1% in Math.
Original Research by School Decision on Kashunamiut School District
Kashunamiut School District serves a single community in Alaska through one school, Chevak School, spanning pre-kindergarten through twelfth grade. The enrollment is small for a system covering the full grade range, with students present at every level from early childhood through senior year.
The student body is almost entirely Alaska Native, with only a few students identifying otherwise. This is a district where the cultural identity of the students and the identity of the place are closely linked.
State assessment results from the most recent school year are very low. In math, the proficiency rate among tested students in third through eighth grade was extremely low, with only a tiny fraction reaching proficiency. English language arts results were similarly low. Participation was complete in both subjects, so these scores reflect the full tested population rather than a subset. Science results were suppressed, though the district reported full participation there as well.
A parent reading these numbers may want to look into this further with the school. State assessments are one measure of academic performance, and the results here are low. The full participation rate means the low scores are not a product of students opting out. At the same time, a single standardized test does not capture everything a school does, and in a predominantly Alaska Native community, questions about language, the cultural relevance of the assessment, and what students are actually learning in the classroom are worth raising directly with school leadership.
The district operates one school, which means students from preschool through high school share a single campus and likely a single staff. For families, this can mean continuity and familiarity, with teachers knowing students across many years. It can also mean limited course variety at the upper grades, though the available data includes no information about course offerings, advanced coursework, career pathways, or dual-credit options. We looked for program details and found none.
Information about the community and its economic context was not available. The district brief, which summarizes recent changes a parent might care about, came back empty, with the search noting that little of lasting impact was found. Free and reduced-price lunch data was missing, as were rates for students receiving special education services and English learner support. These fields would help a parent understand the resources students may need and the level of community need the school navigates.
No graduation rate was available, which is a real gap for a district serving through twelfth grade. Attendance, discipline, and staffing data were also absent, leaving questions about teacher retention, chronic absenteeism, and school climate unanswered.
What the available evidence shows is a small, single-school district serving an almost entirely Alaska Native community in Alaska, with state test results that are very low and full participation, alongside substantial gaps in the data that would normally help a parent form a fuller picture. A family already part of or considering this district would benefit from visiting Chevak School, speaking with teachers and leadership, and asking directly about what supports are in place, what the classroom experience looks like day to day, and how the school is working to strengthen outcomes for its students.
See more original research from School Decision →