The top reported proficiency rate is 37% in English language arts. The lowest is 27% in Social studies.
Original Research by School Decision on Russellville Middle School
Russellville Middle School serves sixth through eighth graders in the Russellville Independent district, a regular public school in the Logan County seat. The town sits in a largely agricultural area that also hosts manufacturing operations, with a historic courthouse square at its center. Population growth has been slow and steady, and the local housing market reflects modest values relative to national benchmarks. This is a small school by enrollment, and it draws from a community where a substantial share of families qualify for income-based assistance.
The student body is diverse. White students make up roughly half of enrollment, Black students around a fifth, Hispanic students about a sixth, and students identifying as two or more races a similar share. Asian students account for a small fraction. Data on students with disabilities and English learners were not available from the state, a gap a parent may want to investigate directly with the school.
State assessment results cover math, English language arts, social studies, and science, though some grade-level results were suppressed for small group sizes. Where rates are reported, they are low across all subjects and grades. In math, sixth and seventh graders showed a similar weak level of proficiency; the eighth‑grade result was suppressed. In English, sixth and seventh graders performed somewhat higher but still at a modest level, while eighth‑grade reading was lower. Social studies in eighth grade also fell in the low range. Science proficiency for seventh grade was suppressed. These numbers place the school’s overall proficiency index above the midpoint when compared to the two districts in Logan County, a very narrow comparison set. The data make clear that the core academic skills are an area the school is working on, and a parent would want to understand what supports are in place and how the district is addressing these outcomes.
Because middle schools do not have a graduation rate, that metric is not applicable here. The school also has no reported chronic absenteeism rate, course access information, or program offerings in the available data, so it is not possible to describe elective pathways, advanced coursework, or attendance patterns from this source. The state did not report staffing or discipline data either.
For housing, the typical home value in the area sits below the Kentucky state average and well below the national figure, reflecting the region’s affordability. The local unemployment rate and median household income data align with a modest economic context.
For a family considering Russellville Middle School, the picture is straightforward. This is a small, high‑poverty middle school in a slow‑growing rural town. The student body is racially and ethnically mixed. Academic proficiency on state tests is low, and the district’s improvement plans, publicly reported, indicate active efforts, though specific strategies were not detailed in the available information. A parent would want to visit, speak with teachers and administrators about academic interventions, and ask about special education and English‑learner services, since those counts were missing from the data.
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