The top reported proficiency rate is 30% in Social studies. The lowest is 24% in Math.
Original Research by School Decision on Georgetown High School
Georgetown High School is a small, regular public school in Grant Parish, Louisiana, serving students from prekindergarten through twelfth grade in a single building. The school sits in the village of Georgetown, a very small and rural community along a highway corridor that has experienced slow population decline in recent years. The local economy is modest, with a health care and social assistance sector employing a handful of residents and historical ties to timber and oil. Median incomes in the village are low, and a majority of the school’s own students qualify for free or reduced-price lunch, placing the school in a context of significant economic need.
Academically, results from the state’s LEAP assessments for grades three through eight show that a limited share of students reached the proficient level in any subject. Proficiency rates for math, English language arts, science, and social studies each fell below one-third of tested students, with math producing the lowest figure and social studies the highest. All students participated in the assessments, so the results reflect the entire tested population. Because only one year of data was available, there is no trend to gauge whether performance is improving or declining. The school offers a full PK-through-12 span, which can provide continuity for families who prefer not to transition between campuses, but the academic pathway for college or career preparation is not clear from the available information. No data on advanced coursework, dual enrollment, or career and technical programs were provided, so a parent would need to contact the school directly to understand the range of high school offerings and the graduation rate, which was also absent from the record.
The student body is overwhelmingly white, with small numbers of Black, Hispanic, and American Indian students. Two demographic indicators that are often central to a school’s support structure—the share of students with disabilities and the share of English learners—were not reported, making it impossible to assess special education resources or language services from this data alone. The school’s enrollment is small, with roughly a couple hundred students spread across all grades, meaning class sizes are likely modest. That small size can be a draw for families seeking a close-knit environment where teachers know every student, but it also can limit the breadth of course options and extracurricular activities compared to larger schools.
The village of Georgetown itself offers very little beyond the school as a civic or commercial anchor. There is no distinct downtown, no public library or parks are mentioned in available sources, and the village has been publicly described as a speed trap because a significant portion of its operating revenue came from traffic fines. Housing is modest, mostly owner-occupied, with a small number of rental units and a noticeable vacancy rate.
The district, Grant Parish, showed no recent changes of note in curriculum, funding, or leadership that would alter the school’s trajectory in the near term. For families considering Georgetown High School, the core picture is a small, rural, low-income school community where academic proficiency on state tests is an area of concern, and where many of the usual data points that help parents evaluate high school outcomes—graduation rates, college readiness indicators, advanced coursework—are simply not present in this record. A parent would want to visit the school, talk to the principal and teachers, and ask directly about academic supports, postsecondary planning, and what programs the high school can realistically offer with its small enrollment.
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