The top reported proficiency rate is 51% in Science. The lowest is 28% in Math.
Original Research by School Decision on Spring Hill School District
Spring Hill School District covers pre-kindergarten through twelfth grade in a single small rural system in Hempstead County. The district serves a school population that is predominantly white, with a modest share of Hispanic students and very small numbers from other racial and ethnic backgrounds. The domain does not report the share of students qualifying for free or reduced-price lunch, which is a gap a family may want to ask the district about directly. The same is true for special education and English learner counts. With an enrollment that is small for a PK-12 district, the size defines the experience: classes are not large, and the buildings likely operate with a close feel.
State testing results from the most recent year, using Arkansas's ATLAS assessment, show a picture that varies by grade and subject. In mathematics, proficiency rates are low in the elementary and middle grades, with a clear weaker point in fifth grade. Performance strengthens meaningfully in seventh and eighth grade, where roughly half of students or a little less score at proficient or above. In English language arts, the pattern is steadier across grades, with the share of proficient students falling in a moderate range. The strongest results appear in science, particularly in seventh and eighth grade, where the majority of students meet the proficiency bar. Overall, when measured against other districts in Hempstead County, the Spring Hill district's combined proficiency across all tested subjects and grades places in the top tier of the small county set. That context is important: the county has few districts, so the comparison group is narrow. A parent should weigh this relative standing against the absolute numbers, which in math and reading sit below what many families would consider strong.
The district consists of two schools: an elementary school and a high school. That arrangement means the middle grades are housed with one of those schools, which is common in small rural districts but may affect a family's sense of the academic and social transition points. The district's per-pupil spending is on the lower end when compared with the other districts in Hempstead County, and that may influence the range of program offerings available. No information about course access, Advanced Placement, career and technical education, or dual credit offerings was present in the data, so a parent interested in those areas should contact the district directly to understand what is currently available.
The chronic absenteeism rate for the district is lower than that of other districts in the county, which suggests consistent daily attendance is a relative strength here. No graduation rate data were reported, and the reason is not clear from the available information. A family should confirm with the district whether this metric is tracked and what the most recent rate is.
The housing context for the district is anchored to one ZIP code associated with Hope, the nearest named place. Home values in that area sit well below the statewide average for Arkansas and far below the national figure, reflecting the rural and lower-cost nature of the housing market. The estimated monthly mortgage payment on a typical home in the area is modest relative to national norms. A 30-year fixed mortgage rate at the time of data collection was within a typical recent range.
The district's record from publicly available sources did not turn up recent curriculum changes, property-tax shifts, or referenda that would alter a family's basic understanding of the system. Without those markers, the picture is one of a stable, small rural district that is quieter on the administrative side. For a family seeking a very small school environment in a low-cost rural area of southwestern Arkansas, Spring Hill presents that straightforwardly. The academic results are mixed, with relative strength in science in the upper middle grades and a weaker area in elementary math that a parent would want to ask the school directly about. The data leaves several dimensions of the student experience, from program breadth to student support services, unspecified.
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