The top reported proficiency rate is 46% in Science. The lowest is 33% in Math.
Original Research by School Decision on Edgemont School District 23-1
Edgemont School District 23-1 sits in Fall River County, South Dakota, and serves students from prekindergarten through twelfth grade across two schools, Edgemont Elementary and Edgemont High School. This is a very small district by any measure, with total enrollment spread thinly across every grade. A handful of students sit in each grade, and the graduating class is modest. The student body is predominantly white, with a smaller group of American Indian or Alaska Native students, a few Hispanic students, and a few students identified as two or more races. Free-or-reduced-price lunch data was not available, so the economic picture of the student body itself has to be read from the surrounding community rather than from a district-reported figure.
State assessment results for the most recent year are available for grades three through eight in math, English language arts, and science. Full participation was reported across all three subjects, which is worth noting in a district this size. In math, roughly a third of tested students reached proficient or above. English language arts came in slightly higher but still in the same general range, with about a third proficient. Science was the relatively stronger subject, with nearly half of tested students meeting the proficiency bar, though the science tested group was quite small even compared to the math and ELA groups. With cohorts this small, a family may want to look into year-to-year stability and classroom-level detail with the district rather than read a single year as a fixed pattern, since a few students moving in or out can shift results meaningfully.
Average scale scores were not reported for any subject, and no multi-year trend data was available, so there is no way to compare this year's results against the district's own past performance. The state assessments used were SBAC for math and ELA and SDSA 2.0 for science, and no assessment name or cut-score changes were flagged, which means the results are on a consistent framework even though trend computation was not possible.
On housing and community context, the district's housing values run well below both the South Dakota state benchmark and the national one. The weighted district home value sits in a range that would be considered quite affordable relative to income, with the price-to-income ratio favorable compared to many parts of the country. Most of the housing stock reflected in the district's weighted figure comes from the Edgemont zip code, with a small contribution from the Hot Springs area, where values are notably higher. The Edgemont portion has seen a slight year-over-year decline, while the Hot Springs contribution ticked upward. Rent data was not available for the district. At current mortgage rates, the estimated monthly payment on a typical home in the district is modest, which may matter to families weighing a move into the area. The national unemployment rate and median household income figures are provided for broader context, but district-level or county-level income specifics were not included in the data.
Several categories that parents often ask about were absent. No civil rights data, discipline reports, course access information, staffing figures, or attendance rates were provided. No programs data was available, so any Advanced Placement, dual-credit, career-technical, or extracurricular offerings the district may have are not reflected here. A family considering Edgemont would want to ask the district directly about those pathways, especially at the high school level, since the data gives no window into them. English learner and individualized education program rates were also missing, so the special-population support picture is incomplete. We searched for recent parent-relevant district changes and found only basic profile and directory information, with no reports of lasting changes such as facility closures, boundary shifts, or program restructuring.
What the data does show is a very small, rural, single-community district with affordable housing, full testing participation, and recent results that are middling in math and ELA and somewhat stronger in science, all drawn from small tested groups. For a family drawn to a small-town setting where children would know nearly every classmate across all grades, this is the kind of place where direct conversation with the district will fill in most of what the data cannot.
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