Maplesville High School, Maplesville AL

Original Research by School Decision on Maplesville High School

Maplesville High School is a single-building public school in rural Chilton County that serves students from pre-kindergarten through twelfth grade, operating as a regular school without charter or magnet status. It is the only school in the town of Maplesville, a small, slow-growing community roughly halfway between Tuscaloosa and Montgomery where the economy historically centered on rail-shipped cotton and lumber. Today the town has limited commercial activity and no major local employers identified in public records, so many residents likely commute to nearby Clanton or other regional centers for work. Housing values in the area sit near the lower end of the national range, and the typical mortgage payment falls well below the national median household income, reflecting the area’s relative affordability.

The school’s academic picture comes from the state’s 2024–25 assessments, which cover grades three through eight in English language arts, math, and science. High school grades take different tests not captured here, and no graduation rate was available in the data provided; a parent looking for postsecondary measures may want to check directly with the school or district for that information. On the tested grades, the results vary sharply by subject and grade. In English language arts, proficiency rates are mixed but show several grade levels where roughly half or more of students meet the state standard, with the third-grade group reaching a notably higher share. That pattern suggests a relative strength in reading and writing during the early elementary years. Math tells a different story. Proficiency rates are low across every tested grade, and they drop substantially in the upper elementary and middle school years, with very small fractions of students scoring at the proficient level in sixth, seventh, and eighth grades. Science results follow a similar downward trajectory between fourth and eighth grade. Because the data cover only a single year, it is not possible to see whether these numbers represent a trend or a one-year snapshot; a parent concerned about math outcomes would have good reason to ask the school about instructional supports, targeted interventions, and how the curriculum aligns with the state assessment.

The student body is small for a PK–12 school, reflecting the town’s population. Enrollment is predominantly White, with a notable Black minority and smaller shares of Hispanic and multiracial students. A substantial majority of students qualify for free or reduced-price lunch, placing the school in a high-poverty context. No information was reported about students with disabilities or English learners. The school’s rural setting and small enrollment mean that most students likely live within a short drive of the campus, and the building serves as the community’s primary educational institution from early childhood through high school.

The comparison fact-set that would normally position this school relative to other districts in the county could not produce results because Chilton County has only a single district, so there is no peer group to measure against. The district itself had no parent-relevant changes reported in publicly available sources; no recent curriculum shifts, property tax measures, or policy changes were found.

For a family considering this school, the main considerations are the steep drop in math achievement as students move into the middle grades, the high concentration of poverty, and the rural setting with limited local employment and few civic amenities such as a public library or dedicated parks. The school’s small size may mean more individualized attention, but the academic data point to areas where families will want to engage with teachers and administrators early, especially around math instruction. The town’s slow growth and affordable housing may appeal to those seeking a quiet, low-cost rural environment, though options for extracurricular enrichment and career exposure may be more limited than in larger districts.

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Academic performance

State test results and graduation outcomes.

Graduation rate (ACGR)

>=90%Cohort of 45 students · Class of 2021

The federal source publishes a banded range instead of an exact rate when the graduating cohort is small enough that an exact number could risk identifying individual students.

How this school compares to all schools in this state

Each dot is one school’s SY 2020-21 graduation rate, binned by integer rate. Taller columns mean more schools at that rate. This school is highlighted.

373 schools plotted. 7 additional schools' rates are federally suppressed and not shown. Data: EDFacts SY 2020-21.

Math

Grade 340%

School 40% · District 45% · ▼ 5 pts below district

▼ 3 pts below state median

Grade 449%

School 49% · District 33% · ▲ 16 pts above district

▲ 11 pts above state median

Grade 521%

School 21% · District 25% · ▼ 4 pts below district

▼ 12 pts below state median

Grade 69%

School 9% · District 22% · ▼ 13 pts below district

▼ 20 pts below state median

Grade 74%

School 4% · District 17% · ▼ 12 pts below district

▼ 12 pts below state median

Grade 86%

School 6% · District 13% · ▼ 7 pts below district

▼ 9 pts below state median

English language arts

Grade 376%

School 76% · District 62% · ▲ 13 pts above district

▲ 10 pts above state median

Grade 449%

School 49% · District 54% · ▼ 5 pts below district

▼ 10 pts below state median

Grade 549%

School 49% · District 59% · ▼ 10 pts below district

▼ 18 pts below state median

Grade 653%

School 53% · District 51% · ▲ 2 pts above district

▼ 2 pts below state median

Grade 741%

School 41% · District 49% · ▼ 8 pts below district

▼ 12 pts below state median

Grade 844%

School 44% · District 44%

▼ 8 pts below state median

Science

Grade 439%

School 39% · District 38% · ▲ 1 pts above district

even with state median

Grade 819%

School 19% · District 25% · ▼ 6 pts below district

▼ 16 pts below state median

This schoolChilton County, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

Mathematics

Grade 7Lower-income8%Higher-income0%8 pp gap