The top reported proficiency rate is 27% in English language arts. The lowest is 23% in Math.
Original Research by School Decision on Ellsworth Secondary
Ellsworth Secondary is the combined junior and senior high school for the Ellsworth Public School District, serving grades seven through twelve. It is a regular public school in a small, rural farming community in southwestern Minnesota. The town of Ellsworth is compact and quiet, with a main avenue lined with local businesses such as a meat market, grain elevator, implement dealer, nursing home, and trucking companies. The population has been declining over recent years, and while home values have risen modestly, there is no indication of new housing development; the trajectory is one of a stable to slowly shrinking rural population. Civic life centers on churches, a volunteer fire department, and an annual community event called Ellsworth Family Fun Days. The school itself is integrated into the town fabric rather than set apart on a distant campus, which reflects the scale of the place.
The school is very small, enrolling students across six grades in one building. The student body is predominantly white, with a small share of Hispanic students and an even smaller share of Black students. Nearly half of the students qualify for free or reduced-price meals, a marker of the area's economic base in agriculture and related services.
Academically, the state assessment results show a mixed picture. In seventh grade, students met the proficiency standard in reading at a rate around the midpoint, and in math at a somewhat lower rate. For eighth grade, the results were markedly different: no students scored at the proficient level in either math or reading. The science results for eighth grade were suppressed due to the very small number of test-takers, so no proficiency rate is reported there. Across all tested subjects and grades combined, the school's overall proficiency index placed it in the bottom quartile relative to other schools in Nobles County districts. Only one year of data is available, so trends over time cannot be assessed.
The school's graduation rate was not available in the data provided, nor was information on special education identification, English learner enrollment, discipline, staffing ratios, or chronic absenteeism. No program offerings such as Advanced Placement, dual credit courses, career and technical education, or extracurricular activities were present in the data. A search for recent district-level changes, such as referendums or curriculum shifts, also turned up nothing.
This is a school that fits families who prefer a very small, rural educational setting where the school is woven into the life of a tight-knit, declining community. The peer environment is predominantly white and economically mixed, with a notable share of students from lower-income households. Academically, the proficiency results on state tests are below the county median, particularly at the eighth-grade level, and the lack of trend data makes it hard to know whether that pattern is recent or persistent. Given the gaps in the available information on course pathways, postsecondary preparation, and student support, a parent should look into these areas directly with the school to understand what academic and social opportunities the school actually offers.
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