The top reported proficiency rate is 46% in English language arts. The lowest is 25% in Math.
Original Research by School Decision on St Regis 7-8
St. Regis 7-8 is a small middle school in the small town of St. Regis, Montana, serving just seventh and eighth graders under the St. Regis K-12 Schools district. The town itself is a compact, low-density crossroads community situated along Interstate 90 in the Lolo National Forest. It has a mix of residential life and tourist-oriented businesses like travel centers, casinos, and restaurants that serve travelers passing through. Civic anchors include a community park, a golf course, a branch of the Mineral County Public Library, and the school district itself. The population has remained fairly flat in recent years.
The school’s enrollment is very small, and every student in the building qualifies for free or reduced-price lunch, placing it in a context of high economic need. The student body is predominantly white, with a small share of Hispanic students and a similarly small share of students identifying as two or more races.
State testing results from the Smarter Balanced Assessment are available for math and English language arts, and they paint a mixed picture. In math, roughly a quarter of students scored at a proficient level or above. That is a soft spot, and a parent may want to ask the school what support is in place for students who are below that bar. In English language arts, a little under half of students met the proficiency threshold. Placed against other districts in Mineral County, St. Regis 7-8 comes in above the midpoint on an overall proficiency index that averages across tested subjects and grades.
No graduation rate exists here because the school does not serve high school grades; that data would belong to the high school portion of the district. Science testing results for this grade band were suppressed, likely due to a very small number of test-takers, so no conclusion can be drawn there. The school’s record on chronic absenteeism was not available. Data on discipline, course access, and staffing was also absent from the available records, so it is not possible to speak to those dimensions of the school environment. The district’s brief search turned up no recent major changes or initiatives to report.
For a family considering this school, the picture is of a very small, economically homogeneous middle school in a rural setting where the town offers basic amenities but not the breadth of a larger community. The academic results show a clear gap between lower math performance and a comparatively stronger showing in reading. A parent interested in how the school addresses that math gap and what enrichment or support structures exist for the small student body would need to follow up directly with the school or district, since those details are not present in the data at hand.
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