The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Wells Alternative Middle School
Wells Alternative Middle School is a small alternative program within the Wichita public school system, serving grades six through eight. It sits in the southeastern part of the city, in a corridor shaped by Wichita’s industrial and aerospace economy. The school’s classification as an alternative setting means it is designed for students who need a different academic or behavioral support structure than a conventional middle school provides. In this type of setting, the student body is intentionally small, and the academic profile typically reflects the challenges that brought students there rather than the composition of the broader neighborhood.
State assessment results show very low proficiency rates across the subjects and grades that were tested. In math for seventh grade, in English language arts for sixth grade, and in science for eighth grade, the reported proficiency rate was at the floor of the scale. The science result from a few years back included a tested group of fewer than twenty students and an eighty percent participation rate. These figures place Wells well below the midpoint when compared with other schools across Sedgwick County, falling in the bottom quartile for overall proficiency among districts in the county. Because the school’s purpose is to serve students who have not succeeded in a traditional environment, these numbers are consistent with the mission rather than a surprise. A parent considering Wells should understand that the school’s academic profile is markedly different from what one would see at a neighborhood middle school, and it would be reasonable to ask the school directly about how it tracks academic growth for its students, since the standard proficiency measure does not capture progress for students who enter well below grade level.
Enrollment is very small, a feature that is common in alternative schools. The student body is diverse: a substantial share identifies as Black, with the next largest groups White and Hispanic, and a smaller share identifying as two or more races. Nearly all students qualify for free or reduced-price lunch, indicating that the school serves a high-poverty population. Data on special education and English learner status was not available, nor were figures on discipline, attendance, or staffing. A family would want to ask for those details directly from the school or district.
The school is part of Wichita Public Schools, the largest district in Kansas. The district spans a city with a working-class industrial base anchored by aircraft manufacturing, a downtown core with some revitalization activity, and sprawling residential neighborhoods. Housing in the 67216 ZIP code, where the school is located, is modestly priced relative to state and national benchmarks, and rents have risen at a faster clip than the national average in recent months.
No program offerings were listed in the available data, and no recent district-level changes were found in research. Because the school serves only middle grades, there is no graduation rate to report. For a parent evaluating Wells, the core question is whether the school’s alternative structure and intensive support align with their child’s needs. The proficiency data will look very low on paper, but that is the starting point these students arrive with, not a measure of whether the school is effective for them. The best next step would be a direct conversation with the school about its approach to instruction, behavior support, and how it measures individual student progress.
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