The top reported proficiency rate is 20% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Cedar Bluffs Middle School
Cedar Bluffs Middle School is a regular public school serving sixth through eighth grades in the small rural village of Cedar Bluffs, Nebraska. It sits within the Cedar Bluffs Public Schools district, a local institution that has long been part of the village’s civic fabric. The school itself is the kind of place where the building is integrated into the village center rather than separated on a campus, consistent with the compact layout of a community that covers roughly a square mile. The village has a Main Street that dates to its founding, though today many original businesses have closed, and the economy is primarily agricultural. Residents often commute to nearby larger towns such as Fremont or Wahoo for work and services. The population has been declining slowly, and the local housing stock is modest by national standards. No major new housing or commercial development has been publicly reported.
The middle school enrolls a small student body, and its size is consistent with a rural district. The majority of students are white, with a Hispanic population making up a noticeable share and very small numbers of Black and multiracial students. About half of the students qualify for free or reduced-price lunch, a figure that reflects the economic circumstances of the community. Data on students with disabilities and English learners was not available, so a parent may want to ask the school directly about those supports.
State testing results paint a challenging picture. In math and science, the school reported zero percent of students proficient across all tested grades. In English language arts, the pattern is mixed: sixth graders showed a proficiency rate above the halfway mark, but seventh and eighth graders all posted zero percent proficient. The multi-year trend data, limited to a single school year, shows an overall ELA proficiency rate that moved downward between the first and last available data points. Because the school serves only middle school grades, there is no graduation rate to report. When placed among the five districts in Saunders County, Cedar Bluffs Middle School lands in the bottom quartile on a composite proficiency index. This is a stark position, and a family considering this school would want to have a direct conversation with the administration about academic intervention strategies, curriculum, and how the school supports students who are not meeting grade-level benchmarks.
Other common data points that could help paint a fuller picture are missing. No information on chronic absenteeism, discipline rates, staffing ratios, or program offerings such as elective courses, athletics, or after-school activities was available. The district brief turned up no publicly reported recent changes such as referendums, curriculum overhauls, or property-tax shifts that would affect a parent’s decision.
For a family, Cedar Bluffs Middle School is a small, rural school in a village that is not growing. The student body is largely homogenous, and the economic profile of the community is modest. The academic performance data is a clear concern, especially in math and science where no students reached proficiency. The lone bright spot in ELA for sixth graders suggests that some grade-level instruction can yield results, but the overall picture is weak. A parent moving into the area or considering this school would be wise to visit, ask about what the school is doing to address these outcomes, and understand what peer and program environment their child would experience. The school’s size could be an asset for families who want a close-knit setting, but the evidence on academic results is thin and warrants close attention.
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