The top reported proficiency rate is 33% in Science. The lowest is 22% in Math.
Original Research by School Decision on Kake Elementary & High School
Kake Elementary & High School is the sole school in the Kake City School District, serving students from pre-kindergarten through twelfth grade in one of Alaska's most remote communities. The village of Kake sits on the northwest coast of Kupreanof Island in Southeast Alaska, a Tlingit settlement accessible primarily by air and the Alaska Marine Highway ferry system. The community is the historical home of the Kake tribe of Tlingits and the headquarters of the federally recognized Organized Village of Kake. Fishing, logging, and subsistence activities define the local economy, and the school is woven directly into the civic fabric alongside the tribal government, the City of Kake municipal offices, and the SEARHC Kake Health Center.
The enrollment is small, as one would expect for a village of this size, with the student body reflecting the community it serves. The overwhelming majority of students are Alaska Native, which grounds the school in a strong cultural context. The Organized Village of Kake runs summer youth programs covering Tlingit history, subsistence practices, and language elements, and the village hosts the annual Dog Salmon Festival with local Tlingit music and dancing. Families considering this school should understand that the cultural identity of the place is inseparable from the school itself. A substantial share of students qualify for free or reduced-price lunch, reflecting the economic realities of a remote, subsistence-based community.
On state assessments, the school's proficiency rates in math and English language arts for grades three through eight are low. Science proficiency, measured across a very small number of tested students, sits somewhat higher but still reflects academic challenges. Full participation was achieved across all tested subjects, so the results represent the student body rather than a partial sample. These numbers are a factual part of the picture here. A parent may want to look into this further with the school, asking about instructional support, intervention programs, and how the district is working to move students toward proficiency. The small tested cohort means results can swing noticeably from year to year, which is worth keeping in mind when reading them.
Multi-year trend data was not available, so there is no clear picture of whether proficiency is improving, declining, or holding steady over time. Average scale scores were also missing from the state data. IEP and English learner rates were not reported, leaving a gap in understanding the full scope of student support services. No data on course access, staffing ratios, attendance, or discipline was provided, which limits the picture of day-to-day school environment. No graduation rate was reported in the available data. The district brief turned up no parent-relevant changes such as curriculum overhauls, referenda, or facility investments, so there is little to report on the district's recent direction.
The community context matters for any family thinking about this school. Kake is a beachfront village where Frederick Sound meets Stephens Passage and Chatham Strait, at the edge of the Tebenkof Bay Wilderness. A towering totem pole, carved for the Alaska Purchase centennial, stands as a central landmark. The historic Kake Cannery, a registered historical landmark, reflects the area's commercial fishing heritage. In September 2024, the U.S. Navy formally apologized to the people of Kake for the destruction of three village sites during the Kake War, a moment of historical reckoning that speaks to the depth of this community's story. Daily movement in Kake is a mix of walking, driving, and ATV use typical of small Alaska villages, with logging roads and trails heading inland for recreation.
Kake Elementary & High School fits families who are rooted in or drawn to this Tlingit village and its subsistence-based way of life. The school's academic results, as currently reported, indicate real challenges in proficiency, and the available data does not provide enough detail on programs, staffing, or support services to fill in the full picture. What is clear is that the school is a central institution in a small, culturally rich, and geographically isolated community where education, tribal identity, and village life are closely connected.
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