The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Umo N Ho N Nation Middle Sch
Umo N Ho N Nation Middle Sch is a regular public school in Macy, a small, rural census-designated place on the Omaha Reservation in Thurston County. It serves grades six through eight and is part of the Umoⁿhoⁿ Nation Public Schools district. The community is almost entirely Native American, and the school sits on Main Street near the tribal administration building, embedded within a very small settlement that has no formal downtown or pedestrian infrastructure. Housing is limited, with a high vacancy rate and a population that appears to have contracted in recent years. The school is the only middle school in the district, and no recent curriculum, referendum, or property-tax changes were found in available sources.
The student body is small. Every student enrolled identifies as American Indian or Alaska Native. Data on economic disadvantage, students with disabilities, and English learners were not reported, which is a gap a family may want to explore directly with the school. The school is not a charter or magnet, and its Title I status was not provided.
On the state’s 2024-25 Nebraska Student-Centered Assessment System (NSCAS), the school’s reported proficiency rate in each tested subject and grade was zero percent. This includes math at grades six, seven, and eight; English language arts at those same grades; and science at grade eight. Because the school has only a single year of reported test results, no trend can be examined. The state testing data is a clear and significant soft spot: academic attainment measured by these assessments is not evident.
The school’s overall proficiency index, which combines all reported subjects and grades, places it above the midpoint relative to districts in Thurston County, according to the comparison set available. That set included two of the county’s four districts, and the comparison label reflects that narrow universe. Even so, the index itself is anchored by a zero count, so the meaning of the placement is limited; the other district in the comparison shows a much higher index, and the county median sits well above zero. A parent reviewing these results would want to understand what instructional supports and academic goals the school prioritizes, especially given the absence of any students reaching the proficient benchmark.
The school does not serve high school grades, so no graduation rate applies. No chronic absenteeism data, course access information, discipline records, or staff-to-student ratios were available. Program offerings for middle school students were also not reported.
This is a school that serves a tightly knit, tribally centered community in a rural, economically stressed area. The student population is homogeneous in race and ethnicity, reflecting the reservation setting. The academic numbers are stark, and families considering this school—or moving into the district—would need to ask directly about classroom instruction, student support, and the school’s own goals for academic progress. The school’s small size and community context may offer a close, culturally grounded environment, but the test results indicate that the school is not currently reaching state proficiency standards in any subject or grade tested.
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