The reported proficiency rate for Math is 29%.
Original Research by School Decision on Alberton K-12 Schools
Alberton K-12 Schools is a small district in Mineral County, Montana, serving about that many students from pre-kindergarten through twelfth grade. The district operates three schools: Alberton Elementary, Alberton Middle School, and Alberton High School. Nearly all students identify as white, with a very small number of students who are Hispanic, American Indian or Alaska Native, Black, or of two or more races. Data on the share of students eligible for free or reduced-price meals was not available, nor was information on students with disabilities or English learners.
Academically, the picture is mixed, based on what is available. The district’s math proficiency rate for students in grades three through eight, from the 2024-25 school year, sits well below the middle point among Mineral County’s districts. The same assessment period was the first year Montana used a new statewide test, the MAST, and also changed the cut scores for both reading and math, so the results serve as a new baseline rather than a direct comparison to prior years. Reading proficiency for those same grades was suppressed in the state data, so it cannot be reported. Science testing data for the prior year also did not yield a usable proficiency figure. Parents should ask the district directly for more detailed academic information, especially in reading and science, as the available data leaves significant gaps.
Chronic absenteeism is a serious challenge here. The district’s rate places it above the county average on this metric, meaning a very high share of students miss enough school to be considered chronically absent. This is a soft spot a parent may want to look into further with the school to understand what supports are in place and what is being done to improve attendance. Per-pupil current spending falls in the middle range, on the upper half, among Mineral County’s districts, so the district is not under-resourced compared to its immediate neighbors, but it still contends with the attendance issue.
The community context for this district is shaped by several small towns and unincorporated areas. Housing values vary across the three ZIP codes that feed into the district, with a weighted average that sits near the state benchmark for Montana and exceeds the national median. The most expensive area is the ZIP code serving the Huson area, while the ZIP code for Superior is notably lower and showed a modest decline. Alberton itself falls between these two. These are not high-cost urban markets, but they are not low-cost by national standards. The estimated monthly mortgage payment for a median-priced home in the district, using a fixed-rate mortgage near current rates, runs at a level that would feel substantial for many households, particularly given the district’s low enrollment and rural context. Unemployment rates nationally have been stable, and real median household income nationally has risen slowly, but local economic data specific to Mineral County was not available in this profile.
A search for recent district changes, such as bond measures, program expansions, or leadership turnover, came up with little of lasting impact. The district appears to be operating with minimal publicized shifts, which may reflect stability or simply a lack of local media coverage.
For a parent or resident evaluating this district, the takeaway is straightforward. Alberton K-12 Schools is a very small, rural district serving a predominantly white student body. Academic proficiency is below that of neighboring districts in math, and reading results are simply unavailable. The district spends at a level comparable to its peers, but it struggles with chronic absenteeism at a high rate. Housing in the area is not cheap relative to incomes. This district may work well for a family that values a small, close-setting school environment and is prepared to engage directly with the school on academic progress and attendance. It is not a district that stands out on measured academic performance among its county peers, and any family considering it should ask pointed questions about curriculum, intervention supports, and how the district is addressing absenteeism.
See more original research from School Decision →