Original Research by School Decision on Southwest Livingston Co R-1 Hs
Southwest Livingston Co R-1 HS is the sole secondary school for the Southwest Livingston Co. R-I district, serving grades six through twelve from a rural campus near Ludlow, Missouri. This is a very small, regular public school in a deeply rural part of the state, drawing students from a village and surrounding countryside that has seen steady population decline over recent decades.
State testing data for the most recent school year is suppressed across all subjects and grade levels tested. In math, English language arts, and science, the number of students tested in each grade was small enough that Missouri’s suppression rules kick in to protect individual privacy. A parent reading the school’s academic record will find no publicly reported proficiency rates or scale scores here. The same applies to participation rates and average performance measures. This does not indicate weak performance; it is a structural consequence of a very small enrollment in a state that withholds results for small groups. The graduation rate was not available in the data provided, and the school covers grades six through twelve, so that gap may reflect the same reporting constraints or simply an absence of published figures. A family wanting a clearer picture of academic outcomes would need to reach out to the school directly for classroom-level detail or for any local assessments not covered by state reporting.
The student body is small and nearly entirely white, with a small number of students identifying as two or more races. A substantial share of students qualifies for free or reduced-price lunch, indicating that the school serves a community with notable economic need. No data on students with disabilities or English learners was reported. The school is classified as a regular public school and is not a charter or magnet. Information on programs such as Advanced Placement, dual credit, or career-technical pathways was not available in the data.
The village of Ludlow is tiny and fully rural. Its housing stock is limited, and home values are below both the state and national typical levels. The community has no identified commercial district, major employers, or civic anchors beyond a post office. Population has declined over time, and recent estimates suggest the village has settled at a very low level. There is no indication of new housing development or growth. The school sits in this landscape as a central institution for a sparse population.
The district itself has no publicly reported recent changes that would have a lasting impact on families, such as a bond referendum, curriculum overhaul, or boundary shift. A search of state and local sources turned up only basic profile information.
For a family considering this school, the core takeaway is that it operates in a very different context from a larger suburban or urban school. The small enrollment means every student is likely well known to staff, and the suppressed test scores are a routine protection rather than a red flag. The high share of low-income students may point to a school that qualifies for federal supports, though Title I status was not reported. The rural, declining community setting means limited local amenities and a long drive to larger towns. A parent would want to visit the school, talk to the principal about curriculum offerings and support services, and ask about the specific courses and extracurriculars available for the upper grades, since that information is not reflected in the available data.
See more original research from School Decision →