The top reported proficiency rate is 86% in Math. The lowest is 29% in English language arts.
Original Research by School Decision on Pelican City School District
Pelican City School District is a single-school district on the Alaska coast, serving students from kindergarten through twelfth grade at Pelican School. The district's total enrollment is very small, with only a handful of students spread across the grade levels. Some grades have no students enrolled at all in a given year. The community is predominantly white, with a small portion of students identifying as American Indian or Alaska Native. Data on free or reduced-price lunch eligibility, special education enrollment, and English learner status was not available, so the socioeconomic and special-population picture here remains incomplete.
The setting is remote. Publicly available information describes Pelican as a small, isolated community, and the district brief confirms this is a single-school remote district with no documented curriculum, referendum, tax, or policy changes of lasting parent-relevant impact in recent available sources. There is no locale brief or community and economic context in the data provided, so details about housing values, rental costs, local employment, and broader community characteristics are absent. A parent considering this district would need to research the town directly, as the data here does not paint that picture.
Academic performance is reported for grades three through eight on Alaska's state assessments, and participation is full across all tested subjects. The results show a wide split between subjects. Math proficiency is strong, with most tested students scoring proficient or above. English language arts proficiency is low, with only a small share of tested students reaching proficiency. Science falls in between, with a moderate share proficient. These results come from an exceptionally small tested group. With so few students taking each exam, a single student's performance shifts the proficiency rate substantially. A parent should treat these results as a snapshot of a tiny cohort rather than a stable trend. The data does not include multiple years of results, so there is no trend information to show whether these outcomes are typical or unusual for this district over time. Average scale scores were not reported. No state assessment data was available for high school grades, which is consistent with the very small high school enrollment here.
No graduation rate was provided. Given the district's size and the fact that some high school grades have zero or one student enrolled, a graduation cohort can be too small to produce a meaningful or reported rate. The data does not specify a reason for the absence. No civil rights data, course access information, staffing figures, attendance data, or discipline records were included in the payload, so there is no basis to describe those dimensions of school life. Program offerings such as AP courses, career and technical education, dual credit, or extracurricular activities were not reported. A school this small typically has limited program breadth by necessity, but the data does not confirm specifics, so a parent would want to ask the district directly about what is available beyond core instruction.
No neighbor comparison or county-level positioning data was provided for this district. Alaska's district structure and Pelican's isolation mean that comparisons to nearby districts may not be meaningful in the usual sense, but the data does not offer one way or another.
What the available data does suggest is a very small, remote school where students get individual attention by virtue of the setting, and where the tested cohort is so small that proficiency rates are volatile from year to year. The math results stand out as a bright spot. The ELA results are a soft area a parent may want to look into further with the school, asking how reading and writing instruction are structured and what supports exist for students working below grade level. The absence of demographic detail, program information, graduation data, and community context means much of the picture a parent would want is simply not here, and the right next step is direct contact with the district.
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