The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Roger Amos Mcmurtry Adm
Roger Amos McMurtry Adm is a small, specialized district in Mississippi that operated a single school, Roger Amos McMurtry School. The district is identified in its own records as a specialized treatment facility setting, serving a very small student population. The school is currently listed as closed.
Because this is a specialized treatment facility district rather than a conventional public school district, most of the data a parent would typically look for is either not collected or not reported in the standard way. Enrollment figures are missing from the available data. Student demographics, including racial and ethnic composition, free- and reduced-price lunch rates, special-education and English-learner counts, are all absent. No staffing, attendance, or course-access information was provided. No Title I status or governance details such as charter or magnet designation appear in the record.
The district has state assessment results on file for a single year and a single grade. In both math and English language arts, the recorded proficiency rate and participation rate are at the lowest level the state reports, with no tested student count available because that figure was suppressed. The proficient count for both subjects is listed as zero. A parent encountering these results should understand that they reflect the nature of this facility, a specialized, very small placement rather than a typical elementary or secondary school environment, and that a zero participation rate in a treatment-facility setting does not carry the same meaning it would in a standard school. We looked for additional academic years or trend data and found none available.
No graduation rate appears in the data. No nationally standardized academic context was provided. No civil-rights reporting, discipline data, or program offerings were included. Housing values and rental information are absent, and no community or economic context was supplied. A locale brief for the surrounding area was not available, so we cannot describe the town, setting, or local housing market this district sat within.
The district brief notes that a search for recent parent-relevant changes, such as property tax measures, curriculum updates, or referenda, turned up no publicly reported items of lasting impact. This is consistent with the district's profile as a small, specialized facility rather than a broad community district with an active public-facing policy calendar.
In short, what the data describes is a specialized single-school treatment facility district in Mississippi whose school is now closed, with only a thin slice of state assessment data on record and most standard school-quality measures either missing or not applicable to this type of setting. A parent or guardian researching this entity would have little here to act on beyond the fact of its closure and its specialized designation. For anyone with a current placement question related to this facility, contacting the Mississippi Department of Education directly would be the practical next step, as the available data does not carry the information a standard school comparison would require.
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