The top reported proficiency rate is 53% in Science. The lowest is 44% in Math.
Original Research by School Decision on Craig City School District
Craig City School District is a small, single-community district on Alaska's coast, serving students from pre-kindergarten through twelfth grade across four schools: Craig Elementary, Craig Middle School, Craig High School, and PACE Correspondence, the last of which appears to be a correspondence or distance-learning option that broadens the district's reach beyond a conventional brick-and-mortar setting. The enrollment is small for a district covering the full PK-to-12 span, and the grade-level distribution is fairly even from kindergarten through senior year, which suggests a stable community without dramatic grade-level bulges or attrition gaps.
The student body is predominantly white, with a substantial portion of students identifying as two or more races. Alaska Native and American Indian students make up a meaningful share of the population, alongside smaller groups identifying as Native Hawaiian or Pacific Islander, Hispanic, Black, and Asian. This is a multiracial, community-rooted enrollment pattern that reflects the broader demographics of southeast Alaska. Several key demographic indicators, including free-or-reduced-price lunch rates, special education enrollment, and English learner counts, were not reported in the data available, so it is not possible to characterize the district's economic profile or the scope of its special-population services from what was provided.
On state assessments for the 2024-25 school year, the district reported results for grades three through eight on the AK STAR assessment in math and English language arts, and on the ASA in science. ELA proficiency sat just below the halfway mark, math proficiency came in somewhat lower, and science proficiency came in just above half. These are middling results, with science the relative bright spot and math the softest area. A parent may want to look into math outcomes further with the district, especially at the upper elementary and middle school levels where these tests are administered.
One important caveat: the participation rate on these assessments was low, with roughly a third of eligible students tested in math and ELA, and a similar share in science. When participation is this limited, the proficiency figures may not represent the full student body, and a parent reading these results should treat them as a partial picture rather than a complete one. The district's average scale scores were not available, so there is no additional achievement context beyond the proficiency bands. No multi-year trend data was provided, so it is not possible to say whether these results represent an improvement, a decline, or a steady state. Graduation rate data was also not included in the available materials, which is a gap a family with high school-age children would want to fill by contacting the district directly.
The district brief noted that a search for recent parent-relevant changes turned up little of lasting impact, so there are no flagged program cuts, reorganizations, or boundary changes to report. No information was available on course offerings, AP or dual-credit access, career and technical education pathways, staffing ratios, attendance patterns, or discipline data. Programs data was absent as well, so the breadth of electives, extracurriculars, and specialized academic pathways cannot be characterized from the materials provided.
No locale brief was available for the community the district serves, so housing values, rental costs, commute patterns, and broader economic context cannot be described here. The county-level comparison fact-set that typically positions a district among its neighbors was also absent, so there is no benchmark against surrounding districts in the region.
What the data does show is a small, stable, racially mixed district operating on an island community in southeast Alaska, with a correspondence school alongside its traditional schools, middling state test results that are tempered by low participation, and a science outcome that outpaced math and reading. Families considering this district would benefit from asking the administration directly about participation rates, graduation outcomes, advanced coursework at the high school, and the role PACE Correspondence plays within the system, since those pieces of the picture were not available in the data reviewed.
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