The reported proficiency rate for Math is 88%.
Original Research by School Decision on Hurley High
Hurley High serves grades seven through twelve as one of two schools in the Hurley R-I district, and it is the only upper-grade campus in a community that is both geographically small and deeply rural. The town of Hurley itself sits at a highway crossroads in northern Stone County, with a very modest population that has grown slowly over the past two decades. The school campus is on a road separate from that crossroads, set apart from whatever commercial core exists. The nearest larger town is Crane, a short drive to the southwest. For a family considering this school, the setting is unmistakably rural and low-density, with limited civic infrastructure; the school itself is likely the central public institution in the area.
The student body is small. The vast majority of students are white, and a very small share are Hispanic. The economic context stands out: a substantial share of students qualify for free or reduced-price lunch, putting the school in a high-poverty bracket among Missouri schools. Data on students with disabilities and English learners was not reported, so it is unclear what share of the population receives those services.
State assessment results are thin. The Missouri MAP test was administered in math, English language arts, and science for grades seven and eight. Only one score was reported publicly: seventh-grade math, where nearly all students who were tested scored proficient or above. All other grade-level and subject results were suppressed, likely because the number of test-takers in each group was too small to release under state privacy rules. That single reported result is strong, but a parent should understand that it represents a handful of students and does not provide a full picture of academic performance across the school. The school’s overall proficiency index, which averages all reported rates, places it in the top quartile relative to other districts in Stone County. That comparison is based on very limited data, however, given how many results are missing.
No four-year graduation rate is available in the data provided, so there is no way to assess how many students complete high school here. The same is true for chronic absenteeism, course access information, staffing ratios, and discipline data. Those gaps mean a parent cannot get a clear read on daily climate, teacher support, or student engagement from what is publicly reported. No information about Advanced Placement, dual-credit, career-technical, or other program offerings was found at all, so it is unknown what academic pathways beyond the standard curriculum the school provides.
The district has no recent publicly reported changes to curriculum, property taxes, referendums, pedagogy, or other lasting shifts, so the school appears to be operating without a recent major reorientation. For a family weighing Hurley High, the core facts are a very small, rural, high-poverty school with strong early results on a single math test, but many important indicators simply are not available. Anyone considering this school would be wise to ask the administration directly about graduation rates, course offerings, college and career counseling, and special education supports to fill in the picture that the public data leaves blank.
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