The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Hampton High School
Hampton High School is a regular public school serving grades seven through twelve in the small incorporated village of Hampton, Nebraska, roughly seventy miles west of Lincoln. The school sits within the Hampton Public School district and is the only secondary school in that system.
The student body is small. Enrollment across all six grades runs just over seventy students, making for very small class sizes; the senior class is the largest cohort. Racially, the student population is almost entirely white. Just over a third of students qualify for free or reduced-price lunch, a share that a parent may wish to explore further in context with the school’s specific free-lunch eligibility policies. Data on students with Individualized Education Programs and English learners was not reported.
State assessment results for the most recent testing year show that proficiency rates in both math and English language arts, as well as in eighth-grade science, were reported as zero percent for each tested grade. This is an unusual pattern. The school does have proficiency data from prior years in the multi-year trend set, which shows that in an earlier year the school’s overall English language arts proficiency rate was above half and its overall science proficiency rate was substantial. This suggests the most recent testing cycle may have involved a change in assessment or a very small tested population, but the data does not provide a clear explanation. A parent considering this school will want to discuss the current testing situation directly with the school or district to understand what the most recent round of results reflects.
When placed against other districts in Hamilton County, the school’s overall proficiency index, combining all tested subjects and grades, sits in the bottom quartile of the county’s three districts. The county’s middle district in this comparison shows a proficiency index notably higher. A graduation rate was not available in the data provided, so that standard benchmark cannot be assessed here. Chronic absenteeism data was also absent.
The village of Hampton is a small, primarily residential community with a downtown along Third Street, a very high homeownership rate, and a typical rural Nebraska character. Most residents drive alone to work, with an average of three cars per household. The largest local industries by employment are retail trade, health care and social assistance, and manufacturing. Home values in the area around the school are close to the state average, and the local housing market has seen moderate appreciation. The village has been growing slowly, with a small population increase since the last census and notable employment growth. No major new housing developments or construction projects were specifically identified in public sources.
No recent district-level changes, referendums, curriculum shifts, or property-tax changes were found in publicly available information for the Hampton Public School district in the last several years.
For a family considering this school, the essential context is a very small rural secondary school with a predominantly white student body and a modest share of students from lower-income households. The most recent state testing data shows a sharp drop from prior years, and the school places low within its county on the proficiency measure available. The graduation rate, chronic absenteeism, special education identification, and English learner data are all absent from the record, which limits a full assessment of student outcomes and support structures. A parent should treat the current proficiency figures as a signal that warrants a direct conversation with the school about their assessment participation and the academic experience for students across the grade span.
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