Original Research by School Decision on Lone Tree 6
Lone Tree 6 is a small rural district in North Dakota serving pre-kindergarten through eighth grade, operating a single school, Golva Elementary. The enrollment is very small, with just a handful of students at each grade level, which is characteristic of a prairie district serving a dispersed rural population. The student body is entirely white. No free-or-reduced-price lunch data was reported, nor were figures for special education or English learner populations, so the economic and special-population picture remains incomplete.
State assessment results are available for a single school year in math and English language arts, covering grades three through eight. In English language arts, proficiency fell within a mid-range band, suggesting roughly half to about three-quarters of tested students met or exceeded state standards. Math proficiency landed in a lower band, somewhere between roughly a fifth and about half of students showing proficiency. Participation was below full enrollment, which in a district this small can reflect student absences on test days or the naturally limited testing pool. The state had recently changed its assessment name and proficiency cut scores that year, so these results may not be directly comparable to prior years, and no multi-year trend data was available to establish whether the current numbers represent improvement, decline, or stability.
Because the district does not serve high school grades, there is no graduation rate to report. This is expected for a district whose grade band ends at eighth grade, and families would need to look to whatever receiving high school serves the area for that next step.
We searched for recent district changes such as referendums, curriculum updates, or property tax shifts and found none publicly reported. No locale brief was available for the community, so the town context, housing market, and commute patterns cannot be described here. No staffing, attendance, discipline, or course-access data was provided. No comparison fact-set positioning this district among its neighbors was available, and civil rights data was not reported.
What the data does show is a very small, single-school district where English language arts results look stronger than math, though both come from a single year and a small testing population that limits how much weight to place on any one figure. A parent evaluating this district would want to ask the school directly about current assessment results, how grades are combined in classrooms, staffing levels, and the transition path for students after eighth grade. Much of the picture here depends on conversation with the district itself, since the available data is thin and many of the fields a parent might expect are either not reported or not applicable to a district of this size and grade range.
See more original research from School Decision →