Wellsville Middletown R-i, MO

Original Research by School Decision on Wellsville Middletown R-i

Wellsville-Middletown R-I is a small public school district serving students from early childhood through twelfth grade in rural Montgomery County, Missouri. The district operates two schools: one elementary building and one high school. It is the only district in the county, so comparisons to neighboring districts are not possible. A parent looking at this district will find a setting that is intimate by design, with a single pathway from kindergarten through graduation.

The community these schools draw from is spread across several small towns and unincorporated areas. Home values in the district overall fall near the middle of the national range, and the weighted average is slightly below the statewide figure. The area is predominantly rural, and the housing stock includes a mix of older homes in the villages of Wellsville, Middletown, and Montgomery City. Rents, county-level income, and local unemployment data all point to a modest economic context, though the district did not report the share of students who qualify for free or reduced-price meals, so a direct measure of family economic need is not available here.

Enrollment across all grades is modest, totaling well under three hundred students. The grade-level groups are small, typically around a dozen to a couple dozen children per grade. The student body is predominantly white, with a small Hispanic population and a very small number of students who identify as American Indian or Alaska Native; there were no Black or Asian students reported. Information on students with disabilities and English learners was not included in the data.

State assessment results are available for math, English language arts, and science across several grade levels, but many individual grade-level results are suppressed because the number of students tested is too small to report publicly without risking identification. This is common in a district of this size. For the results that are reported, the picture is mixed. In fourth-grade math, a majority of students scored at or above the proficient level. In sixth-grade math, about a third met that bar. In English language arts, the reported rates were lower: third grade had just under a quarter proficient, sixth grade about a tenth, and seventh grade a very small share. Eighth-grade science showed roughly a third of students proficient. Given the small class sizes, these results can shift considerably from year to year, and a single year’s snapshot may not reflect a stable trend.

The district did not report a four-year graduation rate, chronic absenteeism data, or per-pupil spending figures, and the neutral comparison could not run because there was no other district in the county to compare against. No information about advanced coursework, career and technical education programs, or arts offerings was provided. The district brief based on web research found little in the way of recent, publicly reported changes or strategic priorities.

For a family weighing this district, the most salient features are its small scale, rural setting, and the variability in state test results. The suppressed data in many grades and subjects is not a red flag – it is a structural consequence of very small enrollment – but it does mean that parents may want to visit the schools directly and ask about academic support, curriculum, and how the district addresses the needs of students who are not yet meeting proficiency benchmarks. The available numbers suggest that while some students perform well, a significant portion in the middle grades are not reaching the proficient level in reading and math. A parent would be wise to discuss intervention strategies and enrichment options with the schools. Without information on special education, English learner services, or discipline, those conversations become important for understanding the full picture.

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District Context

Officially reported figures, 2024-25.

Enrollment

289

Grades

PK–12

Schools

Student body

Hispanic 4%

White 91%

Two+ 4%

Am. Indian / AK Native 1%

Schools in this District

2 schools are officially reported under this district.

WELLSVILLE-MIDDLETOWN HS

WELLSVILLE-MIDDLETOWN ELEM.

Academic Performance

Percent of students meeting or exceeding state standards, by grade.

Mathematics

2 grades reported

58%

Grade 4

32%

Grade 6

English Language Arts

3 grades reported

23%

Grade 3

11%

Grade 6

Grade 7

Science

1 grade reported

35%

Grade 8

Housing & Real Estate

Data as of April 2026 | District-weighted from constituent ZIP codes

Home Values

Typical home value$250,902

Year-over-year change+2.9%

Range across 6 ZIP codes$139K to $334K

vs. state typical0.95x

vs. national typical0.68x

Home value trend (12 months)

ZIP code home values (6 ZIP codes)

ZIP	City	Value	YoY	Weight
63384	Wellsville	$177K	+1.7%	48.8%
63359	Middletown	$334K	+3.4%	45.0%
63361	Montgomery City	$235K	+9.9%	4.6%
63352	Laddonia	$186K	+12.1%	0.8%
65264	Martinsburg	$273K	+5.4%	0.1%
63382	Vandalia	$139K	+17.7%	0.1%

Affordability

Est. monthly mortgage (20% down at 6.48%)$1,266/mo

Home price / national median income3.0x

Comparison

State typical home value$265,398 (+2.8% YoY)

National typical home value$368,198 (+0.6% YoY)

State ZHVI trend (12 months)

National ZHVI trend (12 months)

Economic Context

30-year fixed mortgage rate6.48%

National unemployment rate4.3%

National median household income$83,730

CPI: Rent of shelter (index)447.05

30-year fixed mortgage rate (12 months)

National unemployment rate (12 months)

National median household income (12 months)

CPI: Rent of shelter (index) (12 months)

Sources: Zillow Home Value Index and Zillow Observed Rent Index (Zillow Group), Realtor.com via Federal Reserve Bank of St. Louis (FRED)

Data Currently Unavailable

Civil Rights Data (CRDC)

This profile is derived exclusively from publicly available federal and state datasets. It may not reflect the most current information available. We encourage parents and families to supplement this data with information published directly on the school’s website, which may include more recent figures, additional programs, or updated enrollment data.