Original Research by School Decision on Des Lacs-burlington High School
Des Lacs-Burlington High School sits in the small prairie town of Des Lacs, a quiet residential community in Ward County within the broader Minot metropolitan area. The town traces its name to the Des Lacs River, French for "River of the Lakes," and the nearby Des Lacs National Wildlife Refuge shapes much of the local identity, offering fishing and wildlife viewing. Amtrak's Empire Builder rolls through on BNSF tracks but does not stop; the nearest station is in Minot, a short drive east. Law enforcement comes from the Ward County Sheriff's Department rather than a local force. The community has been experiencing gradual population decline over recent decades, with no major housing developments or growth initiatives publicly reported. The texture is that of a stable-to-declining rural town, not a place expanding outward.
The school itself is a regular public school serving grades seven through twelve, part of United Public School District 7. The district splits its educational life between two small communities. Elementary students in grades kindergarten through six attend school in neighboring Burlington, while seventh through twelfth graders come to Des Lacs for high school. Families in Des Lacs meet at the high school to catch buses to Burlington for the elementary years, and Burlington families do the reverse. This shared arrangement means civic and school identity is distributed across two towns rather than anchored in a single downtown corridor.
The enrollment is modest for a secondary school serving six grade levels. The student body is overwhelmingly white, with small representations of Hispanic, multiracial, American Indian or Alaska Native, Asian, and Black students. A small share of students qualify for free or reduced-price lunch, well below what many rural schools see, which points to a relatively economically stable population. Data on students with individualized education programs and English learners was not available, so a parent wanting to understand special education or language support services would need to ask the school directly.
On the most recent state assessments, the school's English language arts results were a relative strength, with a solid majority of students reaching proficiency. Math results were weaker, with fewer than half of students proficient. Science fell in between. Only one year of data was available, so there is no trend line to show whether these results are improving, holding steady, or slipping. A parent weighing academic fit may want to ask the school how math instruction is structured and what supports are in place for students who are not yet proficient. The gap between ELA and math performance is wide enough to warrant that conversation.
Several areas where a parent might expect data were simply not available. No graduation rate was provided, though for a school serving grades seven through twelve this is a metric that should exist, and its absence here leaves an important question open. No information on Advanced Placement, dual-credit, or career and technical education programs was included, nor data on course access, staffing ratios, attendance, or discipline. The district brief noted no parent-relevant changes from recent years with lasting impact. Without program details, families should contact the school directly to learn what electives, advanced coursework, or career pathways are offered.
Housing and rental market data for the area was not available in the provided materials. Des Lacs itself is very small in area and population density, a residential rural grid rather than a commercial hub. Families considering a move here would be looking at a quiet small-town setting with proximity to Minot for larger shopping, employment, and services. The trade-off is straightforward: a tight-knit, low-poverty rural school environment with decent ELA outcomes, set against limited public information on programs, weaker math results, and no graduation data to consult.
See more original research from School Decision →