The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Florence-carlton Hs
Florence-Carlton High School is the sole high school in the Florence-Carlton K-12 Schools district, serving students in grades nine through twelve. The school is located in Florence, Montana, a small, primarily residential census-designated place along US Highway 93 in Ravalli County, south of Missoula. Florence functions largely as a rural bedroom community, with most employed residents commuting an average distance likely to the Missoula area. The town has historical roots in lumber and agriculture and lacks a distinct downtown; its commercial activity is strung along the highway, and the school itself serves as a primary civic institution.
The school enrolls a student body that is substantially white in its racial composition. A substantial share of students qualify for free or reduced-price lunch. Data on students with disabilities and English learners was not available in this profile, so a full picture of the school’s special population support is incomplete.
State testing data for Florence-Carlton High School is effectively absent from this profile. Proficiency rates for math, English language arts, and science were all reported at very low levels or as zero, with no tested student counts provided for any subject. Because the school serves grades nine through twelve, and the state testing data included here are for grades three through eight, it is possible these results reflect a grade-band mismatch in the reporting rather than a true measure of high school performance. However, the data as presented shows no evidence of academic performance at the school, and a parent or resident interested in test outcomes would need to consult the school or district directly for high-school-level results. Looking at the broader district’s position relative to other districts in Ravalli County, the proficiency index for the districts that do have data places this district in the bottom quartile among its neighbors. This comparison, while not specific to this high school, suggests that the district’s overall academic attainment is on the lower end relative to other Ravalli County districts.
No graduation rate was available for Florence-Carlton High School, so it is not possible to assess how many students complete high school on time. Chronic absenteeism data was also missing. The profile provides no information on course offerings, such as Advanced Placement, dual credit, career and technical education pathways, or elective programs. Discipline data and staffing ratios were similarly absent, leaving a significant gap in understanding the school’s environment and academic opportunities.
The community context shows Florence is experiencing moderate growth as a bedroom community of Missoula, with rising property values. Housing in the area is priced well above the national average, reflecting demand from those who work in the Missoula area and seek a more rural setting. Walkability is very limited, and the area is car-dependent, with most households owning multiple vehicles. The Bitterroot River to the east and the Threemile Wildlife Management Area are natural anchors, and the school itself functions as a community hub.
For a family considering this school, the profile offers very little concrete evidence of academic performance, program breadth, or student outcomes. The absence of high school testing data, graduation rates, and course access information makes it difficult to assess the quality of the academic pathway a student would experience. A responsible next step would be to contact the school or district directly to ask about state test results for high school grades, the four-year graduation rate, and what programs—such as AP, dual enrollment, or career and technical education—are available. Without that information, it is hard to know what kind of preparation students receive for college or work after high school. The setting is a small, rural community with a strong car dependency and a housing market that has been rising, which may appeal to families who want a quieter, less urban lifestyle and are willing to seek out details on the school’s academic program.
See more original research from School Decision →