The top reported proficiency rate is 31% in Science. The lowest is 20% in Math.
Original Research by School Decision on Roosevelt Middle
Roosevelt Middle School serves seventh and eighth graders in Coffeyville, a small industrial city in southeastern Kansas with a deep manufacturing and oil-refining heritage. The city has experienced steady population decline over many decades, and the local economy is anchored by a major refinery, a John Deere transmission plant, a Sherwin-Williams smelting facility, and other heavy industrial employers. Median household income is low, and a substantial share of residents live below the poverty line. The housing market reflects this context: home values are well below state and national benchmarks, though they have risen recently. The city’s historic downtown, built around a late 1800s railroad stop, retains some notable architecture, but with high vacancy rates, street life is limited.
Roosevelt Middle is a traditional public school and the sole middle school within the Coffeyville school district. It is not a charter or magnet school. The student body is diverse: the largest group is white students, followed by Hispanic students, students identifying as two or more races, Black students, and American Indian or Alaska Native students. A majority of students qualify for free or reduced-price lunch, which is consistent with the area’s economic profile. The school serves only two grade levels, and its enrollment is moderate for that band.
State testing results from the Kansas Assessment Program show that proficiency rates in math, English language arts, and science are below the state average. When compared across districts in Montgomery County, Roosevelt Middle’s overall proficiency index sits in the bottom quartile. It is important to note that Kansas changed its cut scores for math and English language arts in recent years, which means the current results reflect a new, potentially more rigorous standard and are not directly comparable to prior years. A parent reviewing these scores should be aware that the school is working from a lower baseline under the new benchmarks. Proficiency is a soft spot here, and families may want to ask the school about its academic intervention programs and how it supports students who are not yet meeting grade-level expectations.
The school’s grade configuration means there is no graduation rate to report, as it does not serve high school grades. Data on chronic absenteeism, staffing ratios, discipline, and course access were not available in the sources reviewed for this profile. The district brief did not identify any recent major changes or initiatives that would be immediately relevant to parents, though that absence does not mean the district is inactive, only that information was not readily found.
Coffeyville itself faces long-term headwinds. A severe flood several years ago inundated a large portion of the city and triggered a lengthy environmental remediation effort, with many flood-damaged properties purchased by the refinery company. The city has not been adding housing or attracting new residents; population has been declining for decades. For a family considering Roosevelt Middle, this community context matters. The school is situated in a place where economic opportunity is concentrated in a handful of industrial employers, where the tax base is under pressure, and where the district has limited resources relative to more affluent areas of Kansas. The school’s academic results reflect those challenges.
For a parent weighing this option, Roosevelt Middle is a school where students come from a community with real economic strain, where the student body is racially and economically diverse, and where state test scores are below the county median. A family may want to visit the school, talk to teachers and administrators about how they address skill gaps, and look into what enrichment or support programs exist beyond what the testing data shows. The school’s small size and single-building middle school structure can offer a more contained environment than a larger district, but the academic numbers suggest there is work to be done in lifting student outcomes.
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