The reported proficiency rate for Science is 0%.
Original Research by School Decision on Brockton Elem
Brockton Elem is a small public school district in Roosevelt County, Montana, serving students from pre-kindergarten through eighth grade. It has two schools: Barbara Gilligan School and Barbara Gilligan 7-8. The district is very small, with a total enrollment that is modest even for a rural elementary district. The student body is almost entirely American Indian or Alaska Native; the remaining students are Native Hawaiian or other Pacific Islander and white. Because the district does not serve high school grades, there is no graduation rate. State testing data for math and English language arts for the most recent year was suppressed, which often happens when the number of tested students is too small to report reliably without risking identification. Science assessment data from the prior year is available: none of the students who took the test scored at the proficient or advanced level. A parent may want to discuss assessment results directly with the school to understand the context behind these figures and what steps are being taken instructionally.
The district’s chronic absenteeism rate places it above the midpoint among Roosevelt County’s districts. While the precise rate is not given here, the position in the comparison set indicates that a substantial portion of students miss enough school to be counted as chronically absent. This is a soft spot that families may want to explore with the district, especially since consistent attendance is closely tied to academic progress at the elementary and middle school levels. Data on students with disabilities and English learners was not available, so the full picture of student support needs is incomplete.
Per-pupil current spending is in the upper range among the county’s districts. This suggests the district allocates relatively high resources per student, which can reflect the costs of operating a small, remote system rather than program abundance. No information was publicly reported on course offerings, staffing ratios, or program access, so it is unclear what specific academic or enrichment pathways are available beyond the core curriculum.
The housing market for the area the district covers shows a district-weighted home value well below the statewide benchmark for Montana. Homes in the zip code that contributes to this figure have seen some year-over-year appreciation, but values remain modest. National economic indicators show mortgage rates and unemployment in typical ranges for the period; local household income data is not available for this specific district area.
There were no recent district-level changes or strategic priorities found in public reporting, so it is not possible to describe any current initiatives, facility plans, or leadership shifts. The district appears to operate without major publicized developments.
For a family considering Brockton Elem, this is a very small, rural, Native-serving elementary district with limited publicly available academic outcome data. The science results and chronic absenteeism numbers raise questions worth pursuing directly with the school. The high per-pupil spending contrasts with the lack of visible program details, which may reflect the inherent costs of a small district. The absence of high school grades means families will need to plan for where students attend ninth grade and beyond. The district’s size and homogeneity may be a comfortable fit for some families and a limiting factor for others seeking broader peer diversity or a wider range of course options. Without more granular data on discipline, staffing, and attendance patterns, a thorough assessment of the school environment is not possible from the information available.
See more original research from School Decision →