The top reported proficiency rate is 12% in English language arts. The lowest is 7% in Math.
Original Research by School Decision on Fremont County School District #14
Fremont County School District #14 is a small, single-community district in west-central Wyoming serving pre-kindergarten through twelfth grade across three schools: Wyoming Indian Elementary, Wyoming Indian Middle School, and Wyoming Indian High School. The enrollment is small for a district covering the full grade span, and the student body is overwhelmingly American Indian or Alaska Native. A tiny number of students identify as Hispanic, Native Hawaiian or Pacific Islander, two or more races, or white. The district's name and school names reflect its identity as the public school system serving the Wind River Reservation community, and this cultural framing is central to understanding the district, not incidental to it.
State assessment results from the most recent WY-TOPP testing cycle show proficiency rates that are very low across every tested grade and subject. In mathematics, few students reached proficiency in any grade from third through eighth, with several grades showing essentially no students scoring proficient or above. English language arts results are similarly low, with only a small fraction of students proficient in most grades, though eighth grade showed somewhat stronger results than the lower grades. Science, tested in fourth and eighth grades, also showed very low proficiency. Participation rates were generally full or near-full. Among Fremont County's seven districts, the district's overall proficiency sits in the bottom quartile, well below the county median. This is a persistent pattern across grades and subjects, not an isolated weak year in one area. A parent considering this district should treat the state testing data as a serious signal and may want to look into how the schools are working to strengthen core instruction and what support structures are in place.
The district's chronic absenteeism rate is also in the bottom quartile among Fremont County districts, meaning students here miss school at a substantially higher rate than the county median. Given the very small enrollment, each absent student moves the rate meaningfully, but the level is high enough that it likely affects both academic outcomes and classroom continuity. This is something a parent would want to discuss directly with school leadership, since attendance and academic performance often move together.
On the spending side, the district sits in the middle range, upper half among county districts on per-pupil current expenditure. Resources are being directed at a level above the county median, which suggests funding itself is not the binding constraint relative to neighboring districts. What that spending produces in terms of programs, staffing, and student supports is a question the data here cannot answer, since details on course access, staffing ratios, and specific program offerings were not available.
We looked for free-or-reduced-price lunch data and for special population counts including IEP and English learner figures, and none were reported in the available data. We also looked for the district's strategic priorities or recent parent-relevant changes such as curriculum shifts, referendums, or property tax updates, and found nothing that cleared a lasting-impact bar. The locale brief for the surrounding community was not available, so we cannot describe the towns or housing markets in the kind of detail we would for other districts.
What housing data is available points to a market anchored around Lander and Kinnear. The weighted typical home value for the district sits close to the Wyoming state benchmark and modestly above the national benchmark, with a slight year-over-year increase. The estimated monthly mortgage cost at current rates and a standard down payment is substantial relative to national median household income, though the local income picture is not detailed enough here to characterize affordability with confidence. Rent data was not available.
This is a district defined by its community. A family rooted in the Wind River Reservation area, or one drawn to a school system centered on Native identity, will find a small, close-knit environment where nearly all students share a cultural background. The academic results, though, are a genuine concern and are not improving in the data we can see. The high absenteeism compounds that picture. A parent here would be right to ask hard, specific questions about what the schools are doing to raise proficiency, how they support consistent attendance, and what the daily classroom experience actually looks like for a child moving through the grades.
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