The top reported proficiency rate is 63% in English language arts. The lowest is 57% in Math.
Original Research by School Decision on Washakie County School District #1
Washakie County School District #1 is a small kindergarten-through-twelfth district centered on Worland, Wyoming, serving the western edge of the Bighorn Basin. It operates five open schools: three elementaries (West Side, South Side, and East Side), Worland Middle School, and Worland High School, with a sixth school, White Hawk Academy, listed as a future addition. The district's enrollment is modest for a full-grade-band system, with class sizes that generally run small across grade levels, which is typical of rural Wyoming districts.
The student body is predominantly white, with a substantial Hispanic population that makes up roughly a quarter of enrollment. Other racial and ethnic groups are represented in very small numbers. Several key demographic indicators the state or federal government typically reports were not available in the data we received, including free-or-reduced-price lunch counts, individualized education program rates, and English-learner figures. A parent looking for information on poverty levels, special-education services, or language-support programs would want to contact the district directly, since those gaps prevent a full picture of student needs and supports.
On Wyoming's state assessment, WY-TOPP, the district's results from the most recent school year tell a mixed but largely steady story. In English language arts, a majority of students across grades three through eight reached proficiency, with the upper elementary and middle grades showing some of the stronger outcomes. Seventh grade stood out as the district's best ELA result. In mathematics, proficiency was more uneven. Fourth grade posted a strong result, with a clear majority of students proficient, but proficiency tapered in the upper grades, with eighth-grade math landing below the halfway mark. Fifth and sixth grades sat in the mid-range. Science was assessed only in grades four and eight; the younger grade showed a solid majority proficient, while the eighth-grade science result was more middling. Participation rates were near-universal across all tested grades and subjects, which gives the results reasonable reliability.
No multi-year trend data was available, so it is not possible to say from this data whether these proficiency levels are improving, declining, or holding steady over time. A parent weighing academic trajectory may want to ask the district for longitudinal results.
The comparison fact-set places this district among Washakie County's districts, but Washakie County contains only this single district. That means no within-county peer comparison is possible for proficiency, graduation, absenteeism, or spending. The data flags this plainly, and a reader should not interpret the absence of a comparison as either a positive or negative signal. Statewide context is available only through the proficiency figures themselves, which are reported within a statewide assessment framework.
Graduation rate data was not provided in the payload. For a district that includes a full high school, that is a gap a parent would likely want filled before making a judgment about the upper grades. Course access, staffing, discipline, and attendance data were also absent, so we cannot speak to AP or dual-credit offerings, teacher-to-student ratios, disciplinary patterns, or chronic absenteeism from the information provided.
The housing market in the district's area, anchored in Worland, is affordable relative to both state and national benchmarks. Typical home values sit well below the Wyoming state benchmark, and the price-to-income ratio is low, suggesting that homeownership is more attainable here than in many parts of the state. Home values have appreciated noticeably over the past year, which may reflect broader rural-market trends rather than district-specific demand. No rental data was available, so a renter's picture is incomplete from this source.
A search for recent district-level changes turned up references to curriculum adoption discussions and statewide school-finance recalibration, but nothing with enough detail to confirm lasting parent-relevant changes. The district brief flags this gap rather than filling it with speculation.
What the assembled picture supports is a characterization of a small, rural, predominantly white and Hispanic district where English language arts outcomes are a relative strength across most grade levels, mathematics is solid in the early grades but softens by middle school, and science is mixed. The housing market is a practical draw for families considering relocation. The missing data on graduation, special populations, programs, staffing, and discipline means a parent would need to go to the district directly for a fuller sense of what the high school pathway looks like and what supports are available for students with particular needs.
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