Original Research by School Decision on Roosevelt 18
Roosevelt 18 is a very small rural district in North Dakota, operating a single school, Roosevelt Elementary School, that serves pre-kindergarten through eighth grade. The total enrollment is tiny, small enough that each grade level holds only a handful of students, with kindergarten being the largest single grade. The student body is almost entirely white, with a small number of American Indian or Alaska Native students and one or two students identifying as Hispanic or as two or more races. Information on free or reduced-price lunch, special education enrollment, and English learner status was not available, so we cannot characterize the district's economic profile or its special-population composition from the data on hand.
Because the district stops at eighth grade, there is no graduation rate, no high school course catalog, and no AP or dual-credit information to report. These gaps are structural, a function of the grade band served, not missing evidence of something absent. Similarly, the district does not appear in civil-rights, discipline, staffing, attendance, or course-access data sets we reviewed. Program offerings and extracurricular information were not provided. A parent wanting to understand enrichment, special education services, or extracurricular options would need to contact the school directly, as the available data does not speak to them.
State assessment results are available but limited. On the North Dakota State Assessment, Roosevelt 18's math and English language arts proficiency for grades three through eight fell within a range in the lower portion of the state's distribution during the 2017-18 school year. Participation was high for both subjects. For science, only an eighth-grade result was reported, from an earlier year, and it sat in a range that spanned from the lower end toward the middle of the state's distribution. Participation for science was lower than for math and ELA. The state changed its assessment name and proficiency cut scores around this period, which means the results are not cleanly comparable to earlier or later years, so we cannot describe a trend. The proficiency figures are reported as ranges rather than exact values, so the picture is approximate rather than precise. What the data does say is that Roosevelt 18's tested students have generally performed below the state midpoint, particularly in math and reading, and a parent may want to look into this further with the school to understand how the very small testing population affects these results.
We searched for recent parent-relevant changes in the district, such as referendums, curriculum shifts, property-tax changes, or facility updates, and found nothing publicly reported beyond basic directory and fiscal summary data. This is consistent with the district's size and rural character. We also looked for a locale brief describing the surrounding community and did not find one, so we cannot offer details about the town, housing market, commute patterns, or local economy. A neighbor comparison fact-set was not available either, which means we cannot position Roosevelt 18 against surrounding districts in its county.
What the data does convey clearly is the shape of the place. This is a single-school, pre-K-through-eight rural district with very few students, a homogenous peer group, and state test results that sit below the state's middle range. For a family drawn to a small, intimate setting where their child would be known individually, Roosevelt 18 offers that. For a family weighing academic performance against state benchmarks or seeking a broad range of programs and services, the available data does not show those strengths here, and the missing fields mean important questions about support services, discipline, staffing, and community context remain open.
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