The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Potter-dix Jr/sr High School
Potter-Dix Jr/Sr High School serves grades seven through twelve in the village of Potter, a very small rural community in Cheyenne County, Nebraska, situated along Interstate 80. The village is compact, with a strong agricultural character; a grain elevator sits at its center, and the school is integrated into that same civic core alongside the post office, library, and fire department rather than separated on a remote campus. The village is experiencing a slow population decline, housing stock is small, and building permit activity is minimal. For families considering a move, the housing market is modestly priced relative to state and national benchmarks.
The school is part of the Potter-Dix Public Schools district. The district brief found little in the way of recent major changes to report, so the picture here is largely a stable one.
Total enrollment is small, as one would expect from a village of this size, supporting a secondary school that combines junior high and high school grades under one roof. The student body is overwhelmingly white, with very small numbers of students from other racial and ethnic backgrounds. A substantial share of students qualify for free or reduced-price lunch, which places the school in a moderate-to-high poverty context. Data on students with disabilities and English learners was not available in the information provided.
State assessment results for the most recent school year show a proficiency rate reported at zero percent across all tested subjects and grade levels. Multi-year trends also show the same figure, with no change over time. It is important to note that this does not necessarily mean no student met proficiency thresholds. The comparison analysis for proficiency could not be run because the cohort of schools in the county was too small to produce a meaningful comparison. A parent or resident looking into this further with the school or district would be the best way to understand how student performance is assessed and what the reported results mean in context. The school does have a graduation rate field, but no data was present in the materials reviewed, so that metric could not be characterized.
The school environment and access data sections were largely empty, with no information on staffing, discipline, attendance, course access, or locale classification beyond what is evident from the community description.
Program offerings were not included in the data provided, so it is not possible to speak to the breadth of advanced coursework, career pathways, or extracurriculars available. For a family accustomed to larger high schools with extensive course catalogs, the limited visibility into program depth may be a reason to contact the school directly.
The overall picture is of a very small rural secondary school in a village that is shrinking slowly, serving a student body that is almost entirely white and moderately low-income. The school sits at the center of town, walkable within the village for those who live there, but daily mobility for most families is car-dependent, with Interstate 80 providing regional access to places like Sidney, the county seat. The state testing results as reported are a soft spot that invites further inquiry, and the absence of graduation rate and program data makes it harder to fully assess the academic pathway. For a family that values a tightly-knit rural community with a school embedded in the village center, this may be a natural fit, but the limited information on student outcomes and course offerings means a thorough conversation with the school is advisable before making a decision.
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