The top reported proficiency rate is 13% in Science. The lowest is 7% in Math.
Original Research by School Decision on Anthony A. Andrews School
Anthony A. Andrews School sits in St. Michael, a predominantly Yup'ik village on St. Michael Island in Norton Sound, and serves students from pre-kindergarten through twelfth grade. It is the only school in the community and part of the Bering Strait School District, which spans villages across the region. The school is small even by rural Alaska standards, with enrollment spread across every grade from preschool to senior year. The vast majority of students are Alaska Native, reflecting the surrounding community, and a very large share qualify for free or reduced-price meals. The school is not a charter or magnet school.
On state assessments, Anthony A. Andrews shows proficiency rates well below state expectations across all tested subjects. In math and English language arts, only a handful of tested students reached proficiency. Science results were somewhat higher but still low, and the science test had fewer students sitting for it. Participation rates were strong for math and ELA, with nearly all eligible students tested. A parent looking at these results may want to ask the school how it is responding to the proficiency gap and what supports are in place for students working below grade level. No multi-year trend data was available, so it is not possible to say from the provided information whether performance is improving, holding steady, or declining.
The school did not report data on English learner status or special education enrollment, so those population details are unknown here. No graduation rate was provided in the data. Given that the school serves high school grades, a graduation rate would normally be expected, and its absence here may reflect the small number of seniors or reporting limitations tied to the school's size and setting. No specific reason was given in the data.
St. Michael itself is a subsistence-based community where hunting, fishing, and gardening anchor the local economy. Seal, beluga whale, moose, caribou, fish, and berries are important staples, as publicly reported by regional sources. Most wage-earning jobs are tied to city government, the IRA council, the village corporation, the school itself, and local stores. Some residents hold commercial fishing permits, mainly for herring. The sale and importation of alcohol is banned. The community has a sales tax. A substantial portion of the local population lives below the federal poverty line, and the area is identified as disadvantaged by the Climate and Economic Justice Screening Tool. The population is currently declining, and no major new housing or development projects were found in the research.
No walkability or built-environment details were available. The community is small enough that a traditional downtown may not exist, and the school's spatial relationship to any civic center is unclear from the available information. No data was found on parks, a library, or transit. No housing values or rental data was provided for this area.
At the district level, Bering Strait School District participates in the federal Community Eligibility Provision, which means every student in every district school receives free breakfast and lunch without households submitting applications. This is a concrete, lasting benefit for families in St. Michael, where cash-economy jobs are scarce and a high share of students are economically disadvantaged. No other district-level program changes or strategic priorities were identified in the available research.
No program offerings were listed for the school, so it is not possible to describe specific AP courses, career pathways, dual-credit options, extracurriculars, or specialized instruction from the provided data. A family considering this school would want to ask directly what academic and enrichment programs are available, particularly at the high school level, since the small enrollment could limit course breadth. No comparison fact-set was available to position the school against neighbors in its county or region.
Anthony A. Andrews is a small, community-rooted school serving a predominantly Yup'ik population in a remote subsistence village. State proficiency results are low across subjects, and much of the context families would want, including graduation rates, program details, and housing information, was not available in the provided data. What stands out clearly is the economic backdrop: a declining population, high poverty, limited wage employment, and universal free meals through the district. A parent or resident reading this should treat the missing pieces as questions to bring to the school directly rather than as gaps to fill with assumptions.
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