Original Research by School Decision on Hazelton-moffit-braddock 6
Hazelton-Moffit-Braddock Public School District 6 is a small rural district in Emmons County, North Dakota, serving students from pre-kindergarten through twelfth grade across two schools: an elementary school and a high school. The total enrollment is small, with roughly a dozen or fewer students per grade level, which is typical for this part of the state. The student body is predominantly white, with a small number of American Indian or Alaska Native students and a handful of Hispanic, Black, and multiracial students.
The district sits in or near Linton, the county seat of Emmons County. Housing here is quite affordable compared to both state and national benchmarks. Typical home values run well below the North Dakota statewide average and roughly a third of the national figure. For a family earning a median income, the price-to-income ratio is favorable, and monthly mortgage costs are modest. This makes the area accessible for families looking to settle in a quiet rural community, though the trade-off is distance from larger employment and service hubs. We looked for a locale brief with more community detail but none was available, so the picture of daily life beyond housing costs remains limited.
Academic results come from the state's A-PLUS assessment, administered for the 2024-25 school year. Because this is a new assessment with changed cut scores, trend comparisons to prior years are not reliable, so this year's results stand on their own. Proficiency is reported as ranges rather than single figures, which is common for districts with very small grade-level cohorts and reflects student privacy protections. In English language arts, the district shows generally solid performance across the tested elementary and middle grades, with some grade levels reaching comparatively high proficiency ranges. Math results are more mixed. The upper elementary grades show moderate to strong proficiency, while third grade and especially eighth grade sit in lower ranges. Science results follow a similar pattern, with fourth grade landing in a moderate band and eighth grade in a lower one. Participation rates were consistent across grades. A parent may want to look into the eighth-grade math and science results further with the school, particularly given how small each cohort is and how much a single year's group can shift the picture.
Several categories of data that families often rely on were not available. Free or reduced-price lunch counts were not reported, so the economic profile of the student body beyond the housing and income data for the surrounding area is unclear. Special education and English learner figures were missing. No graduation rate was provided, which limits the picture for families considering the high school specifically. Civil rights data, course access information, staffing levels, and attendance data were all absent from what we received. Program offerings such as AP, dual credit, or career and technical education were not listed, and for a district this small, the breadth of specialized programming is likely limited by scale. We searched for recent district-level changes that families should know about and found little of lasting impact.
This is a district defined by its size and setting. The two-school structure means students stay with the same peer group from early childhood through graduation, which can offer continuity and close attention from staff. The housing market is a genuine draw for families who want to put down roots in an affordable rural community. The academic picture is mixed but with real strengths in the earlier grades, particularly in reading. Where data is thin, a family thinking about enrolling would benefit from contacting the district directly to ask about high school pathways, support services, and how the small cohorts are serving students at each level.
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