The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Poplar 5-6 School
Poplar 5-6 School serves only fifth and sixth graders in the public school system of Poplar, a small town on the Fort Peck Indian Reservation in northeastern Montana. The school is part of the Poplar Elem district, which operates elementary, middle, and junior/senior high schools for the community. Because this school covers just two grades, many typical measures for high schools, such as graduation rate, do not apply.
Enrollment is small for a combined fifth-and-sixth-grade building. Nearly every student at Poplar 5-6 School is Native American, specifically American Indian or Alaska Native, and the remaining students are a handful of Hispanic and white children. The free and reduced-price lunch rate covers every enrolled student, which places the school in a high-poverty context. Data on students with Individualized Education Programs and English learners was not reported, so a parent may want to ask the school directly about special education and language support services.
State assessment results for math and English language arts in the 2023-24 school year showed that no tested student reached the proficient level. In science, the proficiency rate was suppressed for privacy reasons, and the number of students tested was substantial enough that the suppression likely reflects small group sizes. The school’s overall proficiency across tested subjects and grades placed it among the lowest in Roosevelt County when compared to other schools in the county. Because state testing for grades 5 and 6 is standard in Montana, these low proficiency numbers are a clear signal that the school faces significant academic challenges. A parent considering this school should talk with administrators about how the school supports students who are below grade level and what improvement strategies are in place.
Chronic absenteeism data was not available for this school, so there is no way to assess attendance patterns from the published records. Staffing, discipline, and course access information were also missing, which limits a full picture of the school environment. The district brief showed no recent major changes or strategic initiatives, so it is worth noting that the district has not publicly highlighted any turnaround efforts.
Poplar itself is a compact community that functions as the administrative and institutional hub for the Fort Peck Reservation. Tribal government offices, a Bureau of Indian Affairs agency, health facilities, and a community college are all located in or near town. The largest employment sectors are education, health care, and public administration. The town has experienced population decline in recent years, and employment has also dropped. Median property values have risen, but the poverty rate remains high. The housing stock is limited, and the town’s small size means that the school is close to other civic institutions.
For a family evaluating Poplar 5-6 School, the central facts are these: the school serves a high-need population in a community with economic stress, and its state test results are very low. The school is small and the peer environment is almost entirely Native American, which may be a comfortable fit for families within the tribal community. A parent likely will want to visit the school, understand the curriculum and interventions, and ask about supports for students who are behind academically. The absence of data on special populations and attendance means that the best information will come from direct communication with the school and district.
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