The top reported proficiency rate is 21% in Math. The lowest is 0% in Science.
Original Research by School Decision on Hay Springs Middle School
Hay Springs Middle School serves roughly a few dozen students in grades six through eight, making it a very small school nestled in a small, rural agricultural community in northwestern Nebraska. The student body is predominantly white, with a modest share of students identifying as two or more races and very small numbers of black, Hispanic, and American Indian or Alaska Native students. Just under half of the students qualify for free or reduced-price lunch, a share that aligns with the community’s farming and ranchland economy.
The school’s academic profile from the most recent state assessments presents a sharp split. In mathematics, seventh graders as a group posted a solid proficiency rate, while sixth and eighth graders did not. In English language arts, the grade-level results for all three grades showed no students meeting the proficiency bar. Science, tested only in eighth grade, also showed none proficient. The available multi-year combined data paints a more mixed picture for ELA over several years, but the most recent grade-by-grade numbers are striking. A family considering this school will want to have a direct conversation with the principal or teaching staff about how literacy instruction is structured across the grades and what support is available for students who need to catch up. The math results for seventh grade suggest that strong instruction exists in at least part of the building, but the pattern of zeros in other grades and subjects is unusual and warrants direct follow-up.
The school is part of Hay Springs Public Schools, a district that operates on a four-day school week (Monday through Thursday) throughout the year. This is the single most important structural feature for families. It shapes family routines, childcare arrangements, and the amount of in-class instructional time. Families moving from a traditional five-day schedule will need to plan carefully for the extra day each week. The district also publicly offers housing for the superintendent, a detail that reflects the small scale and close-knit nature of the community.
Hay Springs itself is a compact village at the intersection of US Highway 20 and State Highway 87. Its economy revolves around farming, ranching, cattle and hog feeding, and some retail. The largest local employers include a nursing home, the school itself, a rural power district, and a bank. The town has experienced long-term population decline, though the most recent census showed a slight uptick. There is a traditional grid of residential streets, a handful of Main Street commercial buildings, and several city parks. The downtown and the school are within easy proximity, reflecting a small town where school and civic life are woven together.
There is no publicly reported data on discipline, staffing, course access, or special education enrollment. The neighbor comparison—relative to other districts in Sheridan County—could not produce a meaningful academic or attendance comparison because the cohort is too small for reliable positioning. That means there is no benchmark against nearby schools to gauge how Hay Springs Middle School stacks up.
This is a school for families who want a very small, rural setting where teachers know every student by name. The four-day week is a clear trade-off, and the academic results—particularly the low proficiency rates in most tested areas outside of seventh grade math—are a serious concern that any parent should investigate thoroughly. The strong point is the seventh grade math showing, which indicates that at least at that level, students are meeting the state standard at a healthy clip. The broader pattern of low literacy and science scores suggests that the school may be working with limited resources and small numbers where one cohort can dramatically shift results. A parent should visit, ask about intervention strategies for struggling readers, and see how the four-day schedule affects the pace and depth of instruction.
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