The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Culbertson Junior High
Culbertson Junior High serves grades six through eight in the small, rural agricultural trade center of Culbertson, Montana, a town on the Hi-Line corridor along US-2 near the North Dakota border. The school is part of the Culbertson Elem district, which serves students from kindergarten through twelfth grade within a single, compact town footprint. The town itself is experiencing gradual population decline, and the local economy is shaped by farming, ranching, and a continued railroad presence from BNSF, with some oil industry activity in the broader region. Housing values in the area are well below the state and national benchmarks.
The school enrolls a small student body, with roughly an even split across its three grade levels. The student population is predominantly white, with a substantial share of students who are American Indian or Alaska Native, and a very small number of students identifying as two or more races or as Hispanic. A slight majority of students qualify for free or reduced-price lunch. Data on students with disabilities and English learners was not available.
State testing results for the most recent school year show no students scoring at the proficient or above level in math or English language arts on the Smarter Balanced assessments. The proficiency rate was reported at zero percent in both subjects, with a tested count reported as zero, which is an unusual combination that a parent may want to discuss directly with the school or district to understand the context behind these results. Science results for that year were suppressed, meaning the state did not release a proficiency rate due to a small tested group. When compared to other districts in Roosevelt County, Culbertson Junior High's overall proficiency index placed in the bottom quartile among the fourteen districts in that comparison set, a group that includes a range of small, rural school systems. The school's graduation rate is not applicable here, as it serves only middle grades.
The school is not a charter school, and its Title I status was not provided. Program offerings, staffing data, and discipline records were also absent from the available information, making it difficult to assess the breadth of courses or the learning environment through those lenses. No recent parent-relevant changes to the district, such as curriculum shifts or property-tax measures, were found in a search.
A parent considering this school should note that academic performance, as measured by state assessments, is very low compared to other districts in the county. The context of a small, declining rural community means the school likely plays a central role in town life, but families may want to investigate what academic support and enrichment opportunities are available, and how the school is working to address its reported test results. Without data on course access, staffing, or discipline, the picture of day-to-day student experience remains incomplete.
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