The top reported proficiency rate is 65% in Math. The lowest is 40% in Science.
Original Research by School Decision on Fertile-beltrami Elementary
Fertile-Beltrami Elementary serves students from prekindergarten through sixth grade in the small rural agricultural town of Fertile, part of the Grand Forks metropolitan area. The school is a regular public elementary building, not a charter, and it operates as part of the Fertile-Beltrami School District, sharing a K-12 campus at the intersection of Mill Street and Jefferson Avenue near the center of town. The town itself is compact, with a main-street corridor and residential blocks surrounded by farmland producing corn, soybeans, wheat, and sugar beets. The local economy is primarily agricultural, and the school is a significant local employer. Fertile has a strong Norwegian heritage, and its population has been stable to slightly declining in recent years. The mayor has publicly cited concerns about supporting main street businesses and managing city debt, which suggests a conservative fiscal environment.
The elementary school enrolls a student body that is predominantly white, with a very small share of students identifying as two or more races and a similarly small share identifying as American Indian or Hispanic. Nearly half of the students qualify for free or reduced-price lunch, placing the school in a context where economic need is a notable factor but not the majority experience. The school does not report shares of students receiving special education services or English learner support in the available data, so a parent may want to ask the school directly about those programs if their child has those needs.
On state assessments administered in the most recent school year, the school posted proficiency rates in math that varied by grade level. Third and fourth grade math performance was strong, while fifth and sixth grade math proficiency was lower, with roughly half of students meeting standards. In English language arts, proficiency was more consistent across grades, with a solid share of students meeting expectations in third, fourth, fifth, and sixth grade. Fifth grade science proficiency was lower, with just under half of students reaching the proficient level. When compared to other school districts in Polk County, the elementary school’s overall proficiency across tested subjects and grades placed it in the top quartile, meaning its academic performance sits above the middle of the county’s districts.
There is no multi-year trend data available for this school beyond a single year, so it is not possible to assess whether performance is improving or declining. The district did not have recent parent-relevant changes reported in publicly available sources, such as referendums, curriculum shifts, or facility updates, so a parent moving to the area may want to contact the district office directly to learn about any current plans.
The housing market in the area, measured at the zip code level, shows home values that are moderately below the state benchmark, which makes the community more accessible for homebuyers compared to many parts of Minnesota. The town’s walkability is limited to the immediate core, and there is no public transit. The Agassiz Recreational Trail, a multi-use path on an abandoned rail grade, passes through town and provides recreational access. The Duane Knutson Community Center in the center of town houses city hall, the public library, a food shelf, and a clinic rehab facility. Nearby natural amenities include the Fertile Sand Hills, the Agassiz Dunes Scientific and Natural Area, and the Sand Hill River.
This elementary school fits a family looking for a small-town rural setting with an agricultural economic base, where the elementary building is integrated into the town center rather than isolated on a separate campus. The academic picture is uneven by grade and subject, with stronger early elementary math performance and more consistent English language arts results, but the school performs well relative to other districts in the county. The absence of data on special education and English learner programs means that families with children needing those services should investigate directly.
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