The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Crofton High School
Crofton High School serves grades seven through twelve as the secondary campus of Crofton Community Schools, a small district in the rural northeastern Nebraska town of Crofton. The school is set apart from the town's modest downtown commercial strip on 2nd Street, located along the highway on the outskirts. Crofton itself is an agricultural community where corn, soybeans, alfalfa, cattle, and hogs anchor the local economy, supplemented by tourism and hunting tied to regional attractions such as Lewis and Clark Lake and Gavins Point Dam several miles to the north. The town's population has held relatively stable across recent decades, and the economy was described in a publicly reported community profile as having changed little. The school's setting and size are what one expects from a rural public school in Knox County.
The student body at Crofton High School is small, with an enrollment that is predominantly white. A modest share of students qualify for free or reduced-price lunch. The school does not appear to operate as a charter or magnet institution, and data on special education and English learner populations was not available. The school is a regular public school, not an alternative or special-purpose campus, so the missing figures represent a gap in the available record rather than a structural exclusion.
State testing results for the most recent school year present an unusual picture. In both math and English language arts, the reported proficiency rates for seventh and eighth graders were zero percent. The same was true for eighth-grade science. These figures are striking, and a parent will want to understand them. One possible explanation is that the number of students tested was so small that the state suppressed or rounded results, though the data does not confirm that directly. The school's own multi-year trend data, which covers a longer span, shows that in earlier years the school posted proficiency rates that were in a much higher range, so the zero percent result does not align with the school's own recent history. Given that contradiction, the safest course is to treat the single-year figure with caution and to ask the school directly for clarification. The comparison with other districts in Knox County places Crofton in the bottom quartile on overall proficiency, but that comparison is based on the same contested data, so it carries the same uncertainty.
No four-year graduation rate was available in the data, so that measure cannot be assessed here. Similarly, there was no information on chronic absenteeism, course access, staffing, discipline, or program offerings such as Advanced Placement, dual credit, or career and technical education pathways. The district brief turned up no recent reports of notable changes, referendums, or curriculum shifts, so this appears to be a stable, low-profile school environment.
Housing in the area has been relatively affordable. The typical home value in Crofton's zip code sits below both the Nebraska state benchmark and the national benchmark, keeping entry costs accessible. The broader economic context includes a national mortgage rate that has moved within a moderate range, and the unemployment rate has remained steady. For a family considering a move, the local housing market is not a barrier.
For a parent, Crofton High School offers a familiar rural public school experience in a small, tightly knit community where the school and the town are closely connected. The academic picture as reported is incomplete and the zero-proficiency result requires explanation before forming a judgment. A family considering this school should expect to engage directly with the administration to get a clear read on current student performance and the full range of academic offerings at the high school level. The setting will appeal to those looking for a quiet, agricultural community with low housing costs and a school where a small student body means individual attention is built into the scale of the place.
See more original research from School Decision →