The top reported proficiency rate is 44% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Hagerman Middle
Hagerman Middle sits in a small, rural town in the Pecos Valley of Chaves County, along New Mexico State Road 2 between Roswell to the northwest and Artesia to the south. The town is primarily residential with an agricultural backdrop, positioned near the Pecos River. Publicly reported sources describe a community that has been losing population over recent years, yet median home values and household incomes have risen over the same period. The schools are woven into the town fabric rather than set apart on separate campuses, and the district, Hagerman Municipal Schools, operates an elementary, middle, and high school in close proximity. School construction in earlier years expanded the elementary and high school facilities, and the district appears to be a meaningful local employer in a town with limited commercial activity.
The middle school serves grades six through eight and is small for its grade band. Every student qualifies for free or reduced-price lunch, which speaks to the economic conditions in the surrounding community. The student body is predominantly Hispanic, with a smaller White population and a very small number of Black students. No students were reported in other racial or ethnic categories. Data on English learners and students with individualized education programs was not available, so those populations cannot be characterized here.
On state assessments from the most recent school year, ELA results are the stronger area. A moderate share of students reached proficiency in English language arts, which suggests some meaningful grounding in literacy. Math proficiency was considerably lower, with only a small portion of tested students reaching the proficient level. Science results were suppressed due to the small number of students tested, which is common for schools with limited enrollment in the tested grades. Average scale scores and participation rates were not reported in the available data. Only one year of results was available, so no trend over time can be drawn. A parent evaluating academic outcomes may want to look into the math results further with the school, to understand what supports are in place and how the curriculum is structured across the middle grades.
Several categories of information were absent from the available data. No staffing figures, course access details, attendance patterns, or discipline data were provided. Title I status was not reported. Civil rights data was not included. The school does not serve high school grades, so graduation rate does not apply here. No program offerings were listed, which limits the picture of what enrichment, elective, or extracurricular options students encounter beyond core academics. No comparison data was available to position this school against neighboring schools or districts. The district brief turned up no parent-relevant changes of lasting impact.
What a family encounters at Hagerman Middle is a very small, community-rooted school in an agricultural valley town where economic challenge is visible in the universal free-lunch rate. The peer environment is tight-knit by nature of the enrollment size, and the student body reflects the predominantly Hispanic character of the surrounding community. The setting is rural, and the nearest commercial and employment centers are a drive away in Roswell or Artesia. Housing values have risen even as the population has declined, pointing to a market where homes are appreciating without corresponding community growth. For a family considering this school, the ELA results offer a measure of encouragement, while the math results are an area to investigate directly. The absence of program and staffing data means a visit or conversation with school leadership would be the best way to fill in what the numbers do not show.
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