The top reported proficiency rate is 48% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on 6-12th Grade Building
The 6-12th Grade Building in Graceville, Minnesota, serves students from sixth through twelfth grade under the Clinton-Graceville-Beardsley school district. As a regular public school, it is the secondary center for a consolidated district that draws from several small communities in Big Stone County. The school is set in Graceville, a rural town of modest size on the northeast shore of Toqua Lake, surrounded by farmland and served by two main highways. The area has a compact downtown and recreational amenities including a golf course, campgrounds, and a shooting club. The local housing market is relatively affordable compared to state and national benchmarks, reflecting the agricultural character of the region. For a parent considering this school, the trade-offs are clear: a very small, rural environment with a strong community identity, balanced against limited academic breadth and test performance that trails the county’s other district.
Enrollment at the 6-12th Grade Building is small, with each grade holding a handful of students. The student body is overwhelmingly white, with a small representation of Hispanic, two or more races, and Native American students. About a quarter of students qualify for free or reduced-price lunch, a measure of economic need. No data was available for special education or English learner populations, so a parent may want to ask the school directly about those services.
State testing results are available for the 2024-25 school year. In math, proficiency rates across sixth through eighth grades were in the range where roughly one in five or one in four students met state standards. English language arts results were more varied, with the sixth-grade proficiency rate near the lower end and the eighth-grade rate around half of students meeting standards. Science testing for eighth grade showed no students scoring proficient, though the state noted changes to the assessment and cut scores that year, making direct comparisons difficult. The school’s overall proficiency index, which combines all tested subjects and grades, placed it in the bottom quarter relative to the two districts in Big Stone County. There is no multi-year trend data available—only a single year of results—so it is not possible to tell whether performance is improving or declining.
The school does not report a graduation rate, and no chronic absenteeism or discipline data was provided. Without those measures, or any information about course access, staffing, or programs such as Advanced Placement or career and technical education, the picture of student outcomes beyond test scores is incomplete. A parent should ask the school directly about college-going rates, dual-credit opportunities, and support for students who are struggling or who want to accelerate.
The comparison set for this school is limited to the only two districts in Big Stone County. That makes the “bottom quartile” label a direct comparison with a single other district, not a broad state or national ranking. The other district’s school posted higher overall proficiency, but this gap is worth noting for families weighing academic expectations.
The town of Graceville has seen modest civic investments over the years—a community building, an assisted living complex, and a park—but no major housing or commercial expansion is evident from available sources. The district’s consolidation history reflects a trend in rural Minnesota toward merging small schools. For a family looking for a close-knit, rural setting with a single building covering middle and high school, this school fits. For families who prioritize strong state test performance or a wide range of advanced courses, the data suggests a need to dig deeper with the school to understand what is available and how the school supports students who are not yet meeting grade-level standards.
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