The top reported proficiency rate is 56% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Rogers High School
Rogers High School serves grades seven through twelve as a regular public school in Lauderdale County, Alabama, located on Rogers Lane in Florence. The school operates within the Lauderdale County district, which the parent district brief notes has had little in the way of publicly reported recent changes or strategic shifts.
Florence is the largest city in northwestern Alabama’s Shoals region, a place where a historic downtown, the University of North Alabama campus, and manufacturing and food-processing employers sit alongside a growing tourism and cultural sector. The city has seen steady economic growth and describes itself as preserving historic charm while expanding. Housing values in the area around the school are somewhat above the state average and below the national average, and rents relative to incomes are modest by national standards. The broader county unemployment rate and median household income track close to national figures. The community context suggests a stable, middle-market area with a mix of traditional industry and university influence.
Enrollment at Rogers High School is moderate for a combined middle and high school, drawing from the surrounding area near Florence. The student body is overwhelmingly white, with very small shares of Hispanic, Black, Asian, and multiracial students. A substantial majority of students qualify for free or reduced-price meals, indicating that the school serves a population with significant economic need. Data on students with disabilities and English learners were not available in the source material.
Academically, the picture is mixed and warrants close attention from families considering this school. On the state’s Alabama ACAP assessments for the 2024-25 school year, seventh-grade English language arts proficiency was solid, with roughly three in five students meeting the standard. Eighth-grade ELA was lower, at about half proficient. Seventh-grade math proficiency was much lower, at roughly one in four, and eighth-grade math was very low, below one in ten. Eighth-grade science proficiency landed between the two, at roughly a third of students meeting the bar. Combining all tested subjects and grades into an overall proficiency index places Rogers High School at the bottom end among the two districts in Lauderdale County. These are the only state testing results available, and they reflect a single year, so trend data is not yet possible to evaluate.
There is no graduation rate reported in the data for this school, even though Rogers serves grades eleven and twelve. A parent may want to ask the school directly about its four-year graduation rate and how it tracks students toward completion. Information on chronic absenteeism, course access, staffing ratios, and discipline incidents was also absent from the source data, leaving gaps in understanding the school climate and support structure.
The school itself is a regular public school, not a charter or magnet, and no information was provided about specialized programs, advanced coursework, or career and technical pathways. Given the academic performance data, a family whose student needs strong math foundations or advanced placement opportunities would benefit from asking Rogers about remediation supports, acceleration options, and dual-enrollment partnerships with nearby institutions such as the University of North Alabama.
Rogers High School sits within a community that is economically moderate and culturally anchored by a historic downtown and a university. The school’s academic profile shows a clear disparity between ELA and math, with math proficiency at concerningly low levels in eighth grade. For a family weighing this school, the immediate questions should focus on how the school addresses math instruction, what supports are in place for students who are behind, and what paths are available for students aiming at college or career credentials after graduation. The school may be a viable option for families whose students are strong readers and who can supplement math learning outside of school, but the gaps in reported data mean that a direct conversation with the school is essential.
See more original research from School Decision →