The top reported proficiency rate is 55% in Science. The lowest is 0% in English language arts.
Original Research by School Decision on Superior Elementary
Superior Elementary serves students from pre‑kindergarten through sixth grade in the town of Superior, the seat of Mineral County. The school is part of the Superior K‑12 Schools district, which also includes a middle school and a high school within the same small community. The town itself sits along the Clark Fork River in the Bitterroot Range, a quiet rural place historically built around mining, logging, and Forest Service work. It is a place where outdoor life and highway travel define the daily rhythm.
The school is small. The student body is overwhelmingly white, with a handful of students who are Hispanic or of two or more races. Every student at the school comes from a household that qualifies for free or reduced‑price meals, an indication of the economic reality shared across the community. No data was available for the share of students receiving special education services or learning English, so a parent may want to ask the school about those supports directly.
State testing results are incomplete for the most recent year. The school did not report proficiency data for math or reading in the tested grades; the tested counts for those subjects were listed as zero. A parent should follow up with the school to understand whether testing actually occurred or how performance was measured. Science results were reported and showed roughly half of tested students meeting the state’s proficiency standard. That is a moderate showing. However, when all available test results are rolled into a single index and compared with other districts in Mineral County, Superior Elementary’s overall performance falls in the bottom quarter. That is a clear signal that academic outcomes are a weak point, though the small size and lack of complete data mean a single year’s picture may not tell the full story.
The school’s setting in Superior means families have limited local options. The district runs its own K‑12 system within the town, so most children move from Superior Elementary to the district’s middle and high schools. Housing in the area sits between national and state median values, and the market has been relatively flat with a small decline in the most recent year. The town population has been stable for decades, with no major new development or rapid growth. That stability carries into the district, where no recent parent‑relevant changes such as curriculum shifts, referendums, or tax measures were publicly reported.
For a family considering this school, the picture is of a very small, economically homogenous elementary school in a remote rural town. The peer group is nearly all white and all low‑income. Academic performance is a concern, with missing data in core subjects and a bottom‑quartile ranking among nearby districts. The science results offer a partial bright spot. The school environment is quiet, safe by default, and deeply tied to the town’s outdoor and working‑landscape character. Parents who value small scale, local community, and a slow pace of life may find it fits. Parents who are prioritizing academic breadth, test performance, or economic diversity would need to weigh these numbers seriously and explore further with the school.
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