The top reported proficiency rate is 20% in Science. The lowest is 13% in English language arts.
Original Research by School Decision on Campbell-tintah Elementary
Campbell-Tintah Elementary is a small, regular public school serving prekindergarten through sixth grade in the rural community of Campbell, Minnesota. It is part of the Campbell-Tintah Public Schools district, which shares facilities with the nearby town of Tintah. The school sits in the flat Red River Valley, an area of gradual rural depopulation. Campbell itself is a very small, car-dependent village with no significant downtown and few local services; families travel to Breckenridge or Wahpeton for most shopping and employment. The town has seen long-term population decline, and median home values remain low, consistent with many small agricultural communities in western Minnesota.
The student body is small and overwhelmingly white, with a modest share of Hispanic students and even smaller shares of Black and multiracial students. About a quarter of students qualify for free or reduced-price lunch, a figure that places the school within a moderate range for economic need in the region. The school does not report data on students with disabilities or English learners, so a parent interested in those supports would want to ask the school directly.
State assessment results, which are the most recent available, show a pattern of low proficiency overall. In some grade levels, no students reached the proficient mark in math or reading. Other grade levels had a moderate share of students meeting the standard, while in one grade the share was very small. Science results in the tested grade were also low. Across all tested subjects and grades, the school’s combined proficiency index places it in the bottom quartile relative to other districts in Wilkin County. This is a soft spot that a family considering the school would want to explore further—understanding what academic interventions or supports are in place and whether the school has a plan to address the achievement gaps evident in the data.
Because Campbell-Tintah Elementary serves only through sixth grade, there is no graduation rate to report. The school’s multi-year trend data is limited to a single year, so it is not possible to see whether performance has been improving or declining. No information is available on chronic absenteeism, discipline rates, staffing levels, or course access. The district has no publicly reported recent changes such as referendums, curriculum overhauls, or property tax shifts that would be relevant to parents.
The school’s size means each grade has a very small number of students, which can offer close relationships between staff and families but also means that a single cohort’s results can swing the overall picture dramatically. There is no evidence of special programs or offerings beyond the regular curriculum.
For a family that values an intimate rural setting and wants their young child in a school where everyone knows each other, Campbell-Tintah Elementary provides that environment. But the academic numbers are a significant consideration. A parent moving to the area should seek a conversation with the principal or district leadership about how the school supports students who are below proficiency and what its goals are for improvement. The data does not contain a clear strength story, and a cautious approach is warranted.
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