The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Wausa High School
Wausa High School sits at the center of a small, predominantly agricultural village in Knox County, a community that holds tightly to its Swedish heritage. The school itself occupies an integrated spot within the village rather than a separated campus, serving students in seventh through twelfth grade. For a family considering this school, the most important thing to know is what the available data does and does not show.
The student body is very small and overwhelmingly White, with a tiny share of students who identify as American Indian or Alaska Native, Hispanic, or two or more races. A very small share of students qualify for free or reduced-price lunch, which signals a relatively low level of economic disadvantage compared to many rural districts. The school serves regular education students, though data on the share of students with individualized education programs or English learner status was not available.
State testing results are available for the most recent school year, and they report a proficiency rate of zero percent in math, English language arts, and science for the tested grades of seven and eight. This figure is unexpectedly low and places the school in the bottom quartile among Knox County districts for overall proficiency. A parent would want to follow up directly with the school or district to understand how these results were arrived at, whether they reflect a very small tested population, a cohort with unusual challenges, or other circumstances. The data does not include a multi-year history that would show a trend, so it is not possible to say whether this is a long-standing pattern or a recent drop.
The school does not serve grades that produce a graduation rate in standard state reporting, so that metric is absent. Course access and program offerings were not provided in the data. Without that information, it is not possible to describe the academic pathway, career and technical education options, or advanced coursework that may or may not be available.
The housing context is that of a village with a modest population estimate that has been declining slightly. Home values are below state and national benchmarks, and the local economy rests on the school district, small businesses such as a lumber supply, and agriculture. The district recently received a grant from the USDA for facility modernization, including HVAC upgrades, which represents a notable infrastructure investment for a small system.
The setting is walkable within town limits along the main street, but street life is quiet beyond community events. The main civic anchor is Gladstone Park, which hosts the annual Pork Chop Barbecue and other gatherings organized by the Wausa Community Club. No major new housing or development projects were found, consistent with the population trend.
For a family, this is a school that fits a very small, close-knit rural environment. The testing data raises a clear question that warrants a conversation with the school. The absence of program and course access data means a family would need to ask directly about what classes and pathways are available to students in grades nine through twelve. The district's facility investment suggests attention to the physical plant, but the academic picture is incomplete and the single year of testing data is concerning on its face.
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