The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Scribner-snyder Secondary Sch
Scribner-Snyder Secondary School is a regular public school serving grades seven through twelve in the small, rural town of Scribner, Nebraska, in northern Dodge County. It sits within the Scribner-Snyder Community Schools district, which covers the town and likely the surrounding farm country.
Scribner itself is a compact agricultural trade center with a slowly declining population. The economy rests on farming, cattle and hog feeding, grain storage and drying, a biodiesel plant, and wholesale distribution. Home values are below both the state and national medians, and the cost of living is low. The town has a downtown core, a library, a community museum, a municipal pool, and baseball and softball fields, but street life is minimal given the small and aging population. Housing is affordable, but the area is not experiencing growth; the population has been edging downward for some time.
The school’s enrollment is modest for a secondary school serving seven grade levels. The student body is predominantly White, with a smaller share of Hispanic students and a very small number of Black students and students of two or more races. A substantial portion of students qualify for free or reduced-price lunch, indicating that many families are in the lower end of the income spectrum.
State testing results are available only for grades seven and eight, the middle-school years within this building. In both math and reading, the reported proficiency rate was zero percent for those tested grades. In eighth-grade science, the proficiency rate was also reported as zero percent. The multi-year trend data for science shows one earlier year with a higher figure, but the most recent results are at the same low level. Because the school includes high school grades, but no state assessment data for grades nine through twelve were provided, there is no publicly reported measure of high school academic performance from the state. Graduation rate information was also absent from the available data, so it is not possible to say how many students complete high school here. The school’s overall proficiency across tested subjects and grades places it in the bottom quartile relative to districts in Dodge County, a group of five districts where three had reported data.
No information on program offerings—such as Advanced Placement, dual credit, career and technical education pathways, or specialized electives—was included in the data. The civil rights and discipline sections were also empty, so patterns in student support, suspensions, or special education services cannot be described from the material at hand.
Given these facts, the school presents a clear picture of very low academic performance on the measures that are available. The student body is small, almost entirely White, and economically disadvantaged. The setting is deeply rural, with a town that is shrinking and an economy tied to agriculture and related industries. For a family considering this school, the absence of high school test scores and graduation rate data is a notable gap, and a parent would want to follow up directly with the school or district about course access, post-secondary readiness, and how the school supports students through the upper grades. The community offers affordable housing and a quiet, small-town life, but the school’s academic results raise questions that would need answers before a family could feel confident about the preparation their child would receive.
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