The top reported proficiency rate is 39% in English language arts. The lowest is 24% in Math.
Original Research by School Decision on Vaughn
Vaughn is a single-district community in New Mexico serving students from prekindergarten through twelfth grade across two schools, Vaughn Elementary and Vaughn High. The district is among the smallest in the state, with an enrollment small enough that every grade cohort amounts to just a handful of children. Some grade levels show only one or two students. This scale shapes nearly everything about the educational experience here, from how instruction is organized to how state testing results are reported.
The student body is predominantly Hispanic, with a small share of white students and no reported enrollment from other racial or ethnic groups. Data on free or reduced-price lunch eligibility was not available, nor were counts for students with individualized education programs or English learners. These gaps mean a parent cannot assess the district's documented support for economically disadvantaged students, students with disabilities, or emerging bilinguals from the available data alone. Contacting the district office directly would be the practical next step for families who need that picture.
On state assessments for grades three through eight, Vaughn reported results in math and English language arts. ELA proficiency was the relatively stronger area, with a modest share of tested students meeting or exceeding proficiency. Math proficiency was lower, with roughly a quarter of tested students proficient. A parent comparing these to statewide patterns would see ELA sitting closer to typical New Mexico averages and math trailing further behind. Science results for the same grade band were suppressed due to the small number of test-takers, which is common in districts where cohort sizes are tiny and publication would risk identifying individual students. Average scale scores and participation rates were also missing across all three subjects, so there is no additional detail on how close students came to proficiency thresholds or whether full participation was achieved.
No multi-year trend data was available, which means there is no way to tell from the provided records whether performance is improving, declining, or holding steady. The district operates both an elementary and a high school, both currently open, but the available data includes no information on course offerings, career or dual-credit pathways, Advanced Placement availability, staffing levels, attendance patterns, or disciplinary incidents. For a district this small, some of these gaps reflect reality rather than missing paperwork. A high school serving only a few students per grade may not offer a broad catalog of specialized courses, though families would need to confirm with the district what is actually available.
The housing context drawn from the area points to modest home values relative to state and national benchmarks, with estimated values well below the New Mexico statewide figure and lower still than national medians. The price-to-income affordability ratio sits in a range that would generally be considered approachable for working households. Home values have shown recent year-over-year appreciation, though the market remains small and tied to a single contributing ZIP code. No rental data was available. The housing picture is consistent with a rural community where property costs are low but inventory and market activity are limited.
A search for recent district-level changes, including referendums, curriculum updates, property-tax shifts, or facility decisions, turned up no parent-relevant developments meeting a lasting-impact threshold. The district is small enough that public documentation of such decisions is sparse, and families should look to the district office or school board minutes for current information.
Vaughn fits a family seeking a very small, rural, close-knit school environment where children are known individually. The academic data available is limited in scope and cohort size, the ELA results are the more encouraging signal, and math is an area where a parent may want to ask the district what supports are in place. Beyond that, much of what a parent would want to know about programs, staffing, and student services will require a direct conversation with the schools rather than reliance on public records alone.
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