The top reported proficiency rate is 33% in Science. The lowest is 22% in Math.
Original Research by School Decision on Kake City School District
Kake City School District is a single-school district in Alaska, serving students from pre-kindergarten through twelfth grade at Kake Elementary and High School. The enrollment is very small, with only a handful of students per grade across the full band, which means children grow up alongside the same peers from early childhood through graduation. The student body is almost entirely Alaska Native, reflecting the community it serves. Data on free or reduced-price lunch, special education enrollment, and English learner participation was not reported, so those dimensions of student need are not visible here.
On state assessments, the district's results sit below state midpoints in both core subjects reported. Math proficiency in grades three through eight was in the low twenties, and English language arts was in the mid-twenties, with full participation among tested students. Science proficiency, based on a very small number of tested students, came in somewhat higher but still reflects limited numbers reaching proficiency. Average scale scores were not available. No multi-year trend data was provided, so it is not possible to say from this information whether these results represent a shift or a steady pattern. A parent considering this district may want to ask the school directly about its academic improvement plans and what supports are in place for students working below grade level.
The district did not report graduation rate data. Because the school does serve high school grades, this absence is not explained by grade band alone, so a family would need to seek that information from the district directly. Similarly, no data on course access, advanced coursework, career or technical pathways, or dual-credit offerings was available. For a small rural Alaska school, program breadth is often shaped by staffing and enrollment constraints, but the data here does not confirm specifics, so it would be premature to characterize the curriculum either way.
Information on school environment was largely absent. There was no reported data on discipline, attendance, staffing ratios, or teacher qualifications. Civil-rights data was not included, and no neighbor or regional comparison set was provided to position this district against nearby systems. Community and economic context, including housing values and local demographics, was also not available in the data provided. Without a locale brief, it is difficult to speak to the housing market, employment picture, or broader community characteristics a family would encounter.
The district brief noted that a search for recent parent-relevant changes turned up nothing substantive. No evidence was found of referenda, curriculum overhauls, property-tax shifts, or other structural changes that would alter a family's planning picture.
What the data does convey clearly is a very small, close-knit, overwhelmingly Alaska Native district where every student is known individually and where class sizes are naturally small. The academic results are a soft spot that a family would want to discuss with school leadership before enrolling, and the number of missing data fields means much of the picture a parent typically relies on is not available from public reporting alone. The most productive next step for an interested family would be to contact the school directly for information on graduation outcomes, program offerings, and academic support strategies.
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