The top reported proficiency rate is 36% in Math. The lowest is 21% in English language arts.
Original Research by School Decision on Long Island Middle School
LongIsland Middle School sits in a tiny, overwhelmingly rural farming community in north-central Kansas. The school serves grades five through eight and is part of the Northern Valley district. With an enrollment that is small even for a middle school, the building on Main Street doubles as a community anchor in a town that has been losing population for years.
The student body is predominantly white, and a substantial share of students qualify for free or reduced-price meals, reflecting the area’s modest household incomes. Data on special education and English learner populations were not available, so a parent may want to ask the school directly about those supports.
Academic performance, measured by state assessments in grade eight, showed proficiency rates that were below the midpoints of other districts in Phillips County. In math, in English language arts, and in science, the proportion of students reaching the proficient level was lower than what the county’s other schools reported. The school’s overall proficiency index placed it in the bottom quartile among the county’s districts. Because only grade‑eight results were available, it is not possible from this data to see how younger students are performing. A parent considering this school may want to discuss classroom instruction and any academic interventions with the principal or teachers.
Long Island itself is a place where daily life is rooted in agriculture. Most residents own their homes, and housing costs are low compared to the state average. The town has very little commercial activity; a handful of businesses employ about three dozen people total. For any goods or services beyond the basics, a drive to nearby Phillipsburg is needed. The community library on Washington Street is a local civic resource, and the school building is a natural hub. There is no public transit, and the streets are not built for walking as a primary mode. The area has been in long-term population decline, and no major new housing or commercial growth was identified in publicly reported sources.
The district itself did not have any recent changes or strategic priorities that surfaced in the search, so the picture is stable but quiet. For a family weighing this school, the central trade-offs are clear. The very small size means children are likely to be well known by staff and peers, and the rural setting offers a low-key, close-knit environment. On the other hand, the academic results on state tests are soft relative to the county’s other districts, and there is no information on course offerings such as accelerated or enrichment programs. A parent should check directly with the school about what curricular options exist beyond the core subjects, especially since middle school is a time when students begin to branch into more specialized coursework. The absence of data on special education, English learner services, and disciplinary patterns also means those are topics to raise in a school visit.
In short, Long Island Middle School fits a family looking for a small, rural school where the community is tight and the pace is unhurried. The academic performance is an area that warrants a closer look, and the limited economic context of the town may be a consideration for families who want more employment or cultural opportunities nearby.
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