Original Research by School Decision on Fredonia High School
Fredonia High School serves grades seven through twelve as a regular public school within the Fredonia-Moccasin Unified District in northern Arizona. The school sits in the town of Fredonia, a small, rural community on the Arizona Strip just south of the Utah border. This is a remote place, cut off from the rest of the state by the Grand Canyon, and it functions as a gateway to the North Rim of the canyon and nearby national monuments. The local economy rests on tourism and agriculture, with some warehousing work tied to expedition outfitters and river-trip guides. The town has a quiet, pioneer-settlement character and a low-density, auto-dependent layout. Its population has grown very slowly over recent decades. A major mill closure and the rerouting of a highway away from the town were economic setbacks that residents have absorbed over time.
The school itself enrolls fewer than one hundred students across six grade levels, making for a small setting where students in a given grade will likely know each other and the same teachers. The student body is predominantly white, with a substantial minority of American Indian or Alaska Native students and a very small number of Hispanic students and students identifying as two or more races. Data on the share of students qualifying for free or reduced-price meals, on students with disabilities, and on English learners was not available in the provided records.
State testing data for math, English language arts, and science was suppressed or missing for the recent school year. This is a common pattern in a school with a very small enrollment, where reporting thresholds are not met in order to protect student privacy. A parent or resident should know that the absence of published proficiency rates here does not mean the school did not administer assessments; it simply means the data cannot be publicly reported by the state in a way that would be statistically reliable or would avoid identifying individual students. A family wanting a sense of academic performance would need to ask the school directly for its internal results, or look at whatever aggregate data the district may release.
The school is part of the Fredonia-Moccasin Unified District. A search for recent lasting changes at the district level found little that would meet a four-year bar for significance. No major new programs, boundary changes, leadership transitions, facility investments, or policy shifts were identified in available public sources. Readers should note this absence and not assume no change occurred. It simply means no impactful change was found in the records reviewed.
A civil-rights data section was included in the profile but contained no reported information. This means that metrics such as discipline rates, restraint and seclusion incidents, and other equity-related indicators were not available from the sources used. This gap often reflects the small size of the school, where counts are too low to report without identifying individuals, though the data payload does not confirm that reason explicitly.
Fredonia High School shares its town with Fredonia Elementary School, and the combined campus sits within the community rather than on a separate campus. There are public parks, a library, a senior center, and athletic fields in town. Students who live in the surrounding rural parts of the district may face a drive in to school. Housing values in Fredonia are modest relative to the state as a whole, which may be relevant for a family relocating to the area.
This is a school that fits a family seeking a very small, rural setting where students are known individually and where the high school and middle school share a single building. The school does not publish test results in the typical way due to enrollment size, so a prospective family should expect to gather academic information directly. There is no graduation rate in the profile data, and it is possible the school does not meet the threshold for public reporting of that measure either. A parent considering this school would want to have a direct conversation with the principal or district office to understand course offerings, postsecondary pathways, and how the school supports students preparing for college or careers. The remote location and small enrollment are the defining facts here.
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