The reported proficiency rate for Math is 0%.
Original Research by School Decision on Umo N Ho N Nation Public Schs
The Umoⁿhoⁿ Nation Public Schools is a small, tribally affiliated district in Thurston County, Nebraska, serving students from pre-kindergarten through twelfth grade. The district operates three buildings: an elementary school, a middle school, and a high school. No city or town is listed in the official directory, and the district’s name and enrollment profile point to its role as the public school system for the Omaha Tribe’s community.
The student body is nearly entirely American Indian or Alaska Native, with only a handful of students from other racial backgrounds. The district is small, with enrollment in the low hundreds spread across all grade levels. This size means each grade typically contains a few dozen students, creating a close-knit environment where families and educators know one another. Data on students eligible for free or reduced-price meals and on students with disabilities or English learner status was not provided, so a full picture of economic need and support services is unavailable.
State testing results for the 2024-25 school year are limited and, in many grade levels, suppressed, likely due to very small student counts. Where results are reported, proficiency rates in math for grades 3 and 4 were at the lowest level, with zero students meeting the state’s proficiency standard. Reading and science results were suppressed for nearly all tested grade levels. Because of the suppressed data, a comprehensive view of academic performance across subjects is not possible from the available information. A parent may want to ask the district directly for detailed assessment outcomes and for information on what instructional supports are in place.
Chronic absenteeism is extremely high, placing the district in the bottom tier among Thurston County’s three districts. This is a significant concern and likely reflects broader community health, transportation, and economic challenges that can affect regular school attendance. The district’s per-pupil current spending, by contrast, is in the upper range among county peers, indicating a relatively high level of investment per student. No graduation rate was reported in the data provided, so that measure cannot be evaluated.
No recent district-level changes related to curriculum, referendums, property taxes, or other parent-relevant topics were found in a search of public records. The district did not provide a locale brief, so details about the surrounding community’s housing market, population trends, or amenities are not available here. Families considering this district will want to visit the schools directly, speak with current parents and staff, and ask about attendance support, academic intervention programs, and postsecondary pathways for high school students. The data gives a partial picture of a very small, culturally cohesive district that is investing heavily per student but facing steep challenges with school attendance and academic proficiency.
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