The top reported proficiency rate is 67% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Malcolm Jr/sr High School
Malcolm Jr/Sr High School is a regular public school serving students from seventh grade through twelfth grade, housed within the Malcolm Public Schools district. It is a small school by enrollment, drawing from the village of Malcolm and the surrounding rural area of Lancaster County, part of the Lincoln metropolitan region. The school shares a campus and identity with the broader community, which itself is compact and car-dependent, with a tight-knit feel, two village parks, and a farmer's market that runs through summer and fall. The village has seen steady growth in recent decades, and its location near Lincoln means many residents commute there for work.
Academically, the picture is mixed and bears close attention from a prospective family. The most recent state assessment results for the 2024-25 school year show a sharp contrast between subjects. In English language arts, seventh graders posted a proficiency rate roughly near a passing majority, and eighth graders reached a higher share, comfortably above the midpoint. These figures suggest that reading and writing instruction is delivering solid results for most students at those grade levels. However, in mathematics, the reported proficiency rate for both seventh and eighth grade was zero percent. The same pattern appears in eighth-grade science, also reported at zero percent. These are unusual outcomes. The multi-year trend data complicates the picture further: math proficiency across all grades had been at a high level in prior years before falling to the zero-percent mark in the most recent year. The data includes flags indicating a possible assessment change or cut score change, and the system notes that it is not safe to compute a change from prior years. A parent should ask the school directly about what is behind these numbers, whether a new test was introduced, whether scoring standards shifted, or whether some other factor explains the drop. Without that clarity, the single-year zero results are difficult to interpret but also impossible to ignore.
Looking across all tested subjects and grades, the school's overall proficiency index places it in the bottom quartile relative to other districts in Lancaster County. That is a clear signal that academic performance across the board lags behind most neighboring school systems. The school does not have a published graduation rate in the data we reviewed, so that key measure of high school completion is not available for comparison.
The student body is relatively homogeneous and economically advantaged compared to many Nebraska schools. A modest share of students qualify for free or reduced-price lunch. The racial and ethnic composition is overwhelmingly white, with a small number of Hispanic students and even fewer Black or multiracial students. Data on students with disabilities and English learners was not reported in the available information.
The district itself approved a bond issue, as publicly reported, to fund a new elementary school addition and other facility upgrades, indicating that enrollment pressure and aging infrastructure are active concerns. That investment shapes the physical environment families will encounter and also carries implications for property taxes in the village.
Housing in the area is priced well above the state median, reflecting the influence of the Lincoln market and the desirability of a rural setting within commuting distance. Rents are comparatively high relative to local incomes, and buying a home here requires a substantial income. The village offers limited commercial services; major shopping, employment, and cultural amenities are a drive away.
This school fits families who value a small, rural environment with a strong sense of community and are comfortable with the trade-offs that come with limited local resources. The academic data raises questions that demand answers from the school, particularly around the math and science results. A parent considering Malcolm Jr/Sr High should engage directly with administration to understand the testing context, the curriculum in math and science, and what support is available for students who may need it. For a family that prioritizes high statewide test performance, the current picture is not reassuring, but for those who are willing to investigate further and whose child's needs align with what the school offers in ELA and other areas, it may still be a viable option.
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