The top reported proficiency rate is 47% in English language arts. The lowest is 45% in Math.
Original Research by School Decision on Hallsville Intermediate
Hallsville Intermediate serves third through fifth grade in the Hallsville R-IV district, a small, mainly residential town in Boone County within the Columbia metropolitan area. The town grew naturally around a crossroads and retains a compact, small-town character, with civic functions concentrated along the main highway corridor. It has experienced steady residential growth in recent years, part of the broader trend of development pushing outward from Columbia. For a family considering this area, the housing market reflects a moderate cost relative to national benchmarks, with a weighted home value near the upper end of the statewide typical range.
The school is a regular public intermediate school, standing between the district’s elementary and high school levels. Enrollment is modest for a three-grade band, with students spread across third, fourth, and fifth grades in roughly even numbers. The student body is predominantly white, with small shares of Asian, Hispanic, Black, multiracial, and Native American or Pacific Islander students. About a third of students qualify for free or reduced-price lunch, a measure of economic need that falls below the share seen in many Missouri schools.
State assessment results from the Missouri Assessment Program are available for all three grades in English language arts and math, and for fifth grade in science. In math, the share of students scoring proficient or advanced showed variation by grade, with one grade above the school's average and another below. In English language arts, the pattern was similar across grades, with one grade standing out at a notably higher proficiency rate than the others. In fifth-grade science, just under half of students reached the proficient threshold. A comparison with other districts in Boone County placed Hallsville Intermediate above the midpoint for overall proficiency across tested subjects, meaning its combined results sit higher than the median among the county’s seven districts but do not reach the top of the range.
The school’s disciplinary, attendance, and staffing data were not available in the provided information, nor were any specific program offerings or course access details. Special population counts, such as students with individualized education programs or English learners, were also absent from the data. A parent may want to inquire directly with the school about these areas, as they are relevant to understanding how the school supports a full range of learners.
No recent district-level changes with lasting impact on families were identified through publicly available sources. The district brief returned general profile information but could not confirm specific parent-relevant shifts from the last few years. The town itself shows no signs of major new commercial or housing development that would dramatically alter the school’s context, though the steady population growth typical of the outer Columbia suburbs is present.
For a family, Hallsville Intermediate offers a mid-sized, traditional elementary setting in a growing small town. The academic results place it in the middle to slightly above-average range against local peers, with no extreme highs or lows. The town’s compact layout likely means most destinations, including school buildings, are within a short stretch of the main highway corridor, though specific walkability data was not available. The school would fit a family seeking a straightforward public school that serves the intermediate years in a community that is still clearly small-town in character while being part of a larger metropolitan area.
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