The top reported proficiency rate is 48% in Math. The lowest is 27% in Science.
Original Research by School Decision on Cimarron High
Cimarron High serves students from seventh grade through twelfth grade in the small rural county seat of Cimarron, Kansas. The school is part of the Cimarron-Ensign district and sits in a community where agriculture and cattle feeding anchor the local economy, with county government also providing employment. A new subdivision built around a lake has added some residential growth, but the town retains its compact, low-density character along US Highway 50 on the north bank of the Arkansas River.
The school’s enrollment is moderate for a combined middle and high school, drawing from a community that is predominantly white, with a substantial Hispanic population and small numbers of Black and multiracial students. Just under half of the students qualify for free or reduced-price lunch, a share that is common for rural Kansas schools at this grade span. No data was reported for students with disabilities or English learners, so a parent with a child in either category would want to ask the school directly about available supports.
State assessment results are available for seventh and eighth graders in math, English language arts, and science. On the Kansas Assessment Program, the school’s performance in math was mixed: seventh-grade proficiency was below the midpoint of the range seen in Gray County districts, while eighth-grade math reached a higher level. In English language arts, both grade levels showed proficiency rates that were similar to each other but below what many neighboring districts produce. Science proficiency for eighth graders was notably lower than the math and ELA results. When the county’s four districts are compared on an overall proficiency index, Cimarron High sits below the midpoint. That position suggests that, relative to other schools in Gray County, a larger share of Cimarron’s tested students are not yet reaching the proficient mark. A parent weighing academic preparation may want to discuss with the school how it supports students who are below grade level, especially in science and reading.
The high school grades run from ninth through twelfth, but no four-year graduation rate appears in the available data. That is a notable gap for any high school, and it is unclear whether the state did not report it or the school did not have a rate to report. Chronic absenteeism data is also absent. These missing measures limit the full picture of student persistence and daily attendance.
Cimarron High’s program offerings were not provided in the data set. There is no information about Advanced Placement courses, career and technical education pathways, dual credit, or extracurriculars. The school’s website or a direct inquiry would be the best way to learn what academic and enrichment opportunities exist for older students.
The community context matters here. Cimarron is a place where civic anchors include a city park with a walking track along the Arkansas River, a historic hotel and opera house, a city library, and a golf course. The town’s small size means that school and civic life are close together, but specific details about the school building’s location relative to the downtown core were not available. Housing values in the area are slightly below the Kansas state benchmark, and the local economy has remained relatively stable, with unemployment near the national average.
No recent changes at the district level were found in publicly reported sources. There is no evidence of enrollment shifts, curriculum updates, or facility referendums that would alter the school’s direction in a meaningful way for a new family.
For a family considering Cimarron High, the picture is that of a small rural school where test scores trail the county average, particularly in science and early middle school math. The absence of a reported graduation rate and program details means the high school experience is less transparent than it could be. The school’s size may allow for closer relationships between students and staff, but the data alone does not confirm that. Parents with children approaching high school grades should seek direct information about course options, college readiness, and postsecondary planning to fill in the gaps left by the available records.
See more original research from School Decision →