The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Broadview High School
Broadview High School serves a very small and shrinking rural community, and this shapes nearly every aspect of a student’s experience. The school, which is part of the Broadview H S district, sits in the agricultural town of Broadview, a place defined by wheat farming and a long railroad history. The town’s population has declined for decades, and many buildings lost to a major fire years ago were never replaced. Students and their families who live here largely know one another, and the school is the central civic institution for teenagers in the area.
The student body is small, and enrollment reflects that scale. Almost all students are white, with a small share of Hispanic students and very few who identify as two or more races. About three in ten students qualify for free or reduced-price lunch. Enrollment across the four high school grades follows the typical pattern of a school this size, with each grade holding roughly the same number of students. Special education and English learner counts were not provided, and a parent may want to follow up directly with the school if their child needs those services.
Because Broadview High School serves only grades nine through twelve, standard state assessments in math, English language arts, and science are not administered to its students in the same way they are for elementary and middle schools. The data available shows zero students tested in any subject for the most recent reporting year. This does not mean the school lacks academic programming, but it does mean that no proficiency rates are available from those assessments to gauge student performance. Parents interested in academic outcomes will need to get that information from the school itself, as the state testing record does not provide a basis for comparison to other high schools.
The school’s proficiency index, which combines results across tested subjects and grades, places it in the bottom quartile relative to districts in Yellowstone County. However, because no high school students appear to have taken the relevant state tests, this measure may reflect the grade band gap rather than actual performance. It is a gap a parent should clarify with the school.
A four-year graduation rate was not available in the data provided. Likewise, information on chronic absenteeism, course access, staffing ratios, discipline, and attendance patterns was not reported. These are meaningful gaps. For a family considering this school, the absence of that data means there is little public information about how well the school retains students through graduation or whether students regularly attend class. A direct conversation with the principal or a visit to the school would be the way to fill those gaps.
No program offerings were provided. There is no mention of Advanced Placement, dual credit, career and technical education pathways, or extracurriculars. In a school this small, program breadth will naturally be narrower than in a large suburban high school, but without data it is impossible to say what is available. A family interested in specific academic tracks or college preparation options should ask the school directly.
The housing context for families considering Broadview reflects the town’s overall trajectory. Home values are well below the statewide median, and the market is slow. There are limited commercial services and few local employers beyond agriculture and a coal mine connected by rail. Many adults commute roughly a half-hour into Billings for work. For a family that values a tight-knit rural community and does not need a wide array of high school course options or large peer groups, Broadview offers that setting. For a family looking for robust academic data, a strong extracurricular menu, or a growing community, the available evidence does not provide those assurances, and further investigation would be wise.
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