The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Umo N Ho N Nation Elem School
Umoⁿhoⁿ Nation Elementary School is the public elementary school for the Omaha Reservation village of Macy in rural Thurston County, serving children from pre-kindergarten through fifth grade. The school sits on Main Street within a small, unincorporated census-designated place that is almost entirely Native American, with a population that has shown signs of contraction over recent years. The housing stock is limited and heavily renter-occupied; the local economy revolves around the tribal administration and the school district itself, with no private-sector employers or retail core identified by publicly available sources.
The student body reflects the community it serves: nearly every enrolled student is American Indian or Alaska Native, with only a handful of children identifying as another race. The district does not publicly report figures for economic disadvantage, special education, or English learner status, so those dimensions of student need are opaque from the data at hand. The school is a regular public school, not a charter or magnet, and is operated by the Umoⁿhoⁿ Nation Public Schools district, which serves the reservation’s families across all grade levels.
On state assessments administered in the most recent testing year to students in grades three through five, the school reported that no tested student met the proficiency standard in mathematics, reading and English language arts, or science. When placed alongside other districts in Thurston County, the school’s overall proficiency across tested grades and subjects was reported as above the midpoint. A parent reading this should weigh the fact of zero proficiency alongside that comparative positioning and may wish to discuss assessment interpretation directly with the school or district, since such a combination is unusual and could reflect a different testing context or student population than what the raw rate alone conveys.
Because the school ends at fifth grade, there is no graduation rate to consider, and the comparison data for this elementary school does not include chronic absenteeism figures. No information about advanced coursework, career and technical pathways, or special programs at the school was available. The district did not appear in web searches for recent curriculum changes, bond measures, or other parent-relevant developments that would reshape the academic landscape in the near term.
Macy itself offers no pedestrian-oriented downtown, no documented public library or park, and very limited economic activity beyond tribal governance and the school campus. Families who live within the reservation boundaries are the school’s natural constituency, but for those considering a move into the area, the housing options are scarce and the community is remote from larger commercial centers. Any family outside the tribal community would want to understand how the school’s culture and curriculum serve all of its students, and the lack of published data on student support programs makes that a question best answered directly by school leadership.
This is a small, rural, tribally centered elementary school where the test results indicate a deep challenge with grade-level academic proficiency as measured by the state. The peer environment is homogeneous in racial identity, the setting is isolated, and the surrounding housing market is tight and oriented toward renters. For a family already rooted in the Omaha Nation community, Umoⁿhoⁿ Nation Elementary School is the local public school option. For anyone else considering this area, the thin economic base, the absence of a typical middle-class housing stock, and the extremely low published test scores are all factors that merit a direct conversation with the school about what daily instruction and student support look like on the ground.
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