The top reported proficiency rate is 35% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Truman Secondary
Truman Secondary is the sole public school for grades seven through twelve in the Truman Public School District, serving the small, railroad-founded town of Truman in south-central Minnesota. The school is a regular public school, not a charter or magnet, and it sits within the town’s compact grid, just a few blocks from the civic corridor along Ciro Street. The building is integrated into the community rather than set apart on a distant campus, and the district itself is the kind where a single secondary school draws from the whole town and surrounding farmland.
The student body is small, with enrollment spread fairly evenly across each grade from seventh through twelfth. Demographically, the student population is predominantly white, with small shares of students who identify as two or more races, Hispanic, or Black. A substantial share of students qualify for free or reduced-price lunch, reflecting the area’s economic base. Data on students with Individualized Education Programs and English learners was not available in the source materials.
State assessment results for the most recent testing year show a mixed picture. In reading, proficiency among seventh graders was below the midpoint of the range one might expect, while eighth graders posted a stronger result, with roughly two in five meeting the standard. In math, seventh-grade proficiency was low, while eighth graders again performed better, nearly reaching the same two-in-five mark. Science results for eighth graders were notably low, with a very small share of students testing proficient. These figures suggest that academic performance varies considerably by grade and subject, and a parent may want to look into this further with the school to understand how instruction and support differ across grade levels. When compared to other school districts in Martin County, Truman Secondary’s overall proficiency across tested subjects and grades sits below the midpoint of the county’s districts. Only one year of assessment data was available, so there is no trend line to indicate whether performance is improving or declining.
The school’s grade span, from seventh through twelfth, means it serves as both a middle school and a high school. Students experience a single building and staff across those six years, which can provide continuity. The school’s website was listed in the directory, but specific program offerings such as Advanced Placement courses, career and technical education pathways, or dual-credit options were not present in the data, so it is not possible to describe the breadth of the academic program here.
Truman itself is a town experiencing slow population decline, with a small grid layout, a quiet main street, and an aging population. Housing values in the area are below the state benchmark, and the typical home is priced at a level that is modest relative to national medians. The local economy relies on agriculture, municipal services, and the school district itself as employers; no major private employers were identified in available sources. The town has minimal public transit and no library described in the materials consulted. For a family considering this school, the context is one of a small, stable rural community where the school is a central institution, but where residential growth is not occurring and the economic base is narrow.
Student support and discipline data, staffing ratios, and chronic absenteeism rates were not available. The graduation rate was also missing from the data provided. Without these figures, it is difficult to assess the school’s climate or the rate at which students complete high school. A parent considering Truman Secondary may want to ask the school directly about its graduation rate, college and career advising, and how it supports students who are not yet meeting proficiency benchmarks. The school serves a small, cohesive community, but the academic data suggests that a family should investigate how well the school addresses gaps in math and science performance from one grade to the next.
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