The top reported proficiency rate is 91% in English language arts. The lowest is 68% in Science.
Original Research by School Decision on North-linn Middle School
North-Linn Middle School serves sixth through eighth graders in the North Linn Community School District and sits in the small, unincorporated rural village of Troy Mills in northern Linn County. The village itself is a very small settlement, defined by a T-intersection of two hard-surfaced roads and surrounded by agricultural farmland. Growth has been minimal since the original plat was laid out, and the built environment remains small-scale. The school appears to be integrated into the village rather than set apart on its own campus, as the village's sewer system serves both the village and the school. Residents rely on individual wells for drinking water, and civic life centers on volunteer organizations.
The middle school is a regular public school and is not a charter or magnet school. Its enrollment is small, and the student body is almost entirely white, with a very small share of students identifying as two or more races. About a quarter of students qualify for free or reduced-price lunch. Data on students with disabilities and English learners was not available.
On the Iowa Statewide Assessment of Student Progress for the most recent school year, the school's results are strongest in English language arts, where a large majority of students scored at the proficient level or above. Math proficiency is also solid. Science proficiency, which is tested only in a single grade at the middle school level, is lower than the other two subjects. A parent may want to look into this further with the school to understand the science curriculum and support. Participation rates on the assessments were very high. The school's overall proficiency across tested subjects sits above the midpoint when compared with other districts in Linn County. Only one year of testing data was available in the source, so no trend line can be drawn yet.
The school serves only grades six through eight, so there is no graduation rate to report, and there are no high school course access metrics such as Advanced Placement or dual-credit offerings in the available data. Information on discipline, staffing, and chronic absenteeism was also absent. The district brief turned up no recent parent-relevant changes such as referendums or curriculum shifts.
For a family considering this school, the academic picture is one of strong performance in reading and math at a small, rural middle school with a homogenous student population. The village setting offers very limited walkability and few commercial services. Students who continue into high school would do so within the same district. A family moving here from a larger, more diverse community should be aware that the school reflects the demographics and isolation of its surrounding area. The lack of data on special education populations and discipline is a gap a parent may want to discuss directly with the school.
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