Original Research by School Decision on Quitman High School
Quitman High School serves grades nine through twelve in the Quitman School District, a small rural district in Cleburne County, Arkansas. The school is located in the town of Quitman, a place of modest size that sits in the Ozark foothills straddling Cleburne and Faulkner counties. Originally the site of Quitman Male and Female College, the property was turned over to public school authorities after the college closed, and the high school now occupies that same ground. The town itself has a small commercial center along Arkansas Highway 25, and many residents commute roughly to Conway for employment. Quitman’s population has been relatively flat to declining in recent decades, and no major new housing developments or growth projects were identified in publicly available sources. For a family considering this area, the housing market shows a typical small-town profile: home values in the local zip code fall near the statewide benchmark and below the national figure, and monthly mortgage costs are estimated to be modestly higher than typical rent, suggesting that buying is within reach for many households but not dramatically cheaper than renting.
The high school enrolls a student body that is small for a high school serving all four grade levels. The student population is overwhelmingly white. A substantial share of students qualify for free or reduced-price lunch, indicating that economic diversity is present and that a meaningful portion of families face financial constraints. The school does not have charter or magnet status, and its Title I status was not reported in the available data.
Academic achievement data for Quitman High School is essentially absent from the state’s most recent testing cycle. The school’s grade band is nine through twelve, but Arkansas administers its statewide assessments through grade eight, so the high school itself does not produce test results in math, English language arts, or science. This is a structural gap driven by the state testing schedule, not a reflection on the school. No high-school-level end-of-course exam data was present in the data provided. A parent looking for a clear academic performance picture will want to consult the school or district directly for any available measures, such as ACT scores, end-of-course exam participation rates, or other indicators the school may report.
No graduation rate was available in the data. This is a significant gap for a high school, and a parent should ask the school for its four-year graduation rate directly. Without that figure, it is hard to gauge how many students complete high school on time. Similarly, information on student discipline, chronic absenteeism, course access, staffing ratios, and special education or English learner populations was not included in the data. The district brief turned up no notable recent changes or initiatives in publicly available sources.
Program offerings were not reported in the data. For a small rural high school, a family will want to learn directly from the school what advanced coursework, career and technical education pathways, or dual-credit arrangements are available. The district’s overall context in Cleburne County places it among four districts in the county, but the proficiency index, graduation rate, and chronic absenteeism metrics all had missing values at the school level, so no comparative positioning was possible.
Quitman High School is a small, rural high school with an overwhelmingly white student body and a notable share of students from low-income households. The lack of test data is explained by the grade band, but the missing graduation rate and program details are notable gaps. A family considering this school will want to visit, ask about postsecondary outcomes, and understand what academic pathways the school offers within its small size and limited local economic base. The town itself is a quiet, slow-growth setting where the school is a central institution.
See more original research from School Decision →