The reported proficiency rate for Social studies is 59%.
Original Research by School Decision on Maxwell Sr High
Maxwell Sr High is a small rural high school serving grades nine through twelve in an unincorporated farm community in north Colusa County. The school sits at the center of Maxwell's compact downtown, at 515 Oak Street, anchoring civic life alongside the branch library and parks district office in a town of roughly a thousand residents. The setting is agricultural—rice, grains, and tree crops define the local economy—with the school drawing from a community where most families own homes and most residents have deep ties to farming.
The school's student body reflects the farm community's composition. A substantial majority of students are Hispanic; most of the remainder are white. About two-thirds of the student body qualify for free or reduced-price lunch, placing the school in a higher-poverty bracket. Enrollment is small, running to just over a hundred students across the four grades, with the freshman class the largest cohort. The school is not a charter; it is a regular public school within Maxwell Unified, which also operates an elementary school and a junior high. The district recently placed a general-obligation bond before voters to modernize its three aging campuses, a decision that carries property-tax implications for families in the district over the long term.
State assessment data for the most recent year shows proficiency below the county average in all tested subjects. In English language arts, the proficiency rate is in the mid-range within the county; in mathematics and science, proficiency rates fall below the county median. The school ranks in the top quartile of the five districts in Colusa County on a composite proficiency index, but that reflects low baselines across the county rather than strong absolute performance. The school's proficiency results are weak by state standards, and a parent may want to look into the school's curriculum, supports, and academic climate directly with staff to understand what academic pathway and resources exist for their student.
State data on graduation rate, chronic absenteeism, special education enrollment, and English learner enrollment are not available, so a fuller picture of student outcomes and support systems cannot be drawn from the data at hand. Information on course offerings, career pathways, dual-enrollment options, advanced placement, or other program depth was not provided. The school's website and recent district communications may fill these gaps.
Maxwell is itself a place of slow growth. The population has remained stable or declined slightly in recent years. The community is unincorporated, rural, and oriented toward agriculture and small-scale commerce. Housing values are well below state and national medians, making homeownership accessible to families on moderate incomes. The town has a library branch, a park and recreation district with a pool and youth sports, access to the Colusa National Wildlife Refuge for outdoor recreation, and direct access to Interstate 5 for regional travel. No public transit serves the town; the car is essential.
A family considering Maxwell Sr High is choosing a small, rooted, agricultural community with a high poverty rate, weak state test results, and limited visible program diversity. The school is integrated into the town's civic life rather than isolated on a campus. Whether this fits depends on family priorities: some value the small-school setting and tight community ties; others seek stronger academic performance, broader course options, or more urban amenities. A parent should speak with the school directly about what academic supports, programs, and outcomes exist, what the bond measure would fund, and whether the school's approach aligns with their student's needs.
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