The top reported proficiency rate is 29% in Math. The lowest is 10% in English language arts.
Original Research by School Decision on Kachemak Selo School
Kachemak Selo School sits in a tiny residential community on the Kenai Peninsula, part of the Kenai Peninsula Borough School District. The city of Kachemak is a ribbon of subdivisions along East End Road, pressing up against the northeast corner of Homer. There is no downtown, no commercial street life, no civic anchors like a library or transit hub within the city limits. Daily life is car-dependent and oriented toward Kachemak Bay and the amenities of neighboring Homer. Publicly reported sources describe steady population growth over recent census cycles, reflecting ongoing residential development along that road corridor. The housing market here runs above both state and national benchmarks, with home values climbing at a brisk year-over-year pace and rents sitting below the estimated monthly cost of ownership, which makes renting relatively affordable compared with buying.
The school itself is very small, serving students from pre-kindergarten through twelfth grade in a single setting. Enrollment is modest, with just a handful of students per grade and several grades with no students at all. The student body is entirely white. Data on free or reduced-price lunch eligibility was not available, and information on special education and English learner populations was missing as well, so it is not possible to characterize the school's economic diversity or special-population services from what was provided.
On state assessments, Kachemak Selo School reported results for grades three through eight under Alaska's AK STAR assessment in math and English language arts, and under the ASA assessment in science. All students who were tested participated, with no one sitting out. Math proficiency fell below what most Alaska schools typically achieve, with roughly a quarter of tested students reaching proficiency. English language arts was lower still, with only a small fraction of students clearing the proficient bar. Science results, tested on a smaller group, landed close to the math level. Because the tested groups are so small, a single student's performance shifts the proficiency rate considerably, which makes year-to-year comparisons unreliable and means the scores should be read as a snapshot rather than a stable trend. The state did not report average scale scores for any subject. Multi-year trend data was not available, so there is no way to compare these results against the school's own prior performance. A parent may want to look into this further with the school, particularly in English language arts, where the results stand out as a soft spot.
No graduation rate was reported for this school. For a setting this small, where upper grades may have only one or two students in any given year, graduation rate data often is not published because the numbers could identify individual students. No civil-rights data on discipline, course access, staffing, or attendance was available either. Program offerings were not provided, so it is not possible to describe what Advanced Placement, dual-credit, career pathways, or specialized electives the school may or may not offer. The school is not a charter school and has no magnet designation. Title I status was not reported.
The parent district, Kenai Peninsula Borough School District, covers a vast geographic area across the peninsula. The district brief did not surface any parent-relevant changes of lasting impact from recent reporting, so there is nothing to relay on closures, reconfigurations, or policy shifts that would affect a family's decision right now.
What the picture amounts to is a very small, rural, single-stream school in a quiet residential community adjoining Homer. Families looking here are choosing a setting where their child will know every classmate, where the peer group is small and homogeneous, and where access to Homer's broader civic and commercial life is a short drive away. The academic results are weak in their most recent snapshot, especially in literacy, and the absence of program, staffing, and outcome data means a family would need to contact the school directly to understand what the daily academic experience actually looks like and how the district supports a school of this size.
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