The top reported proficiency rate is 17% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Callaway Elementary School
Callaway Elementary School sits in the small, rural agricultural village of Callaway, Nebraska, in the Seven Valleys region of Custer County. The village functions as a compact residential and commercial hub with a grocery store, gas station, banks, restaurants, a hardware store, and agricultural support services, along with a hospital, clinic, and care home. The broader area is productive farmland, and Callaway itself is a very small village experiencing a slow population decline. Government and civic life are tightly integrated within the village’s footprint; the school and the village office are within walking distance of one another, and Grand Avenue serves as the main commercial corridor.
The elementary school serves students from prekindergarten through sixth grade and is part of the Callaway Public Schools district. Enrollment is small for this grade band, and the student body is predominantly white, with a modest Hispanic share. Just over half of students come from households that qualify for free or reduced-price lunch, a substantial share that reflects the economic context of the surrounding rural area. The school is a regular public school and is not a charter or magnet.
State assessment data is available for the most recent school year, covering math, English language arts, and science in tested grades. In math, proficiency was not reported for any tested grade level across third through sixth grade. In English language arts, one grade level showed a moderate proficiency rate, while the other three tested grades reported no students reaching the proficiency threshold. In science, the one tested grade also reported no proficiency. Because the school is small, a single classroom of students can produce large swings in these percentages from year to year, and a parent may want to ask the school directly about the instructional supports and curricula in place, especially in math and science. The district publishes annual reports that include enrollment trends and fiscal data, which can offer additional context.
The district itself has seen enrollment decline in recent years, and more students leave the district to attend school elsewhere than choose to come in. At the same time, the district’s state aid increased substantially, and the property tax request has fallen, meaning the effective tax levy rate for residents has decreased. These fiscal shifts give the district capacity to maintain programs and staffing for its current student population. Housing in Callaway is relatively affordable by national standards, with home values well below state and national averages and modest year-over-year growth consistent with a slow-decline community.
For a family considering this school, the setting is intimate and rural. The elementary school is the only public school option in the village; students go elsewhere for middle and high school after sixth grade. The peer environment is small, predominantly white, and economically mixed, with a notable share of families relying on income-qualified meal programs. The academic pathway is defined by the elementary years only, and the state testing picture suggests that families who prioritize strong math and science outcomes may want to have a direct conversation with the principal or classroom teachers about current programming and any recent changes. The district’s improved financial position provides some stability, but the declining enrollment and net option-out pattern signal that families in the area do exercise choice. This school fits a family looking for a very small, community-centered elementary experience in a quiet agricultural village where everyone knows each other, and where the trade-offs include limited academic data and the need to plan for middle and high school elsewhere.
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