The top reported proficiency rate is 30% in English language arts. The lowest is 15% in Math.
Original Research by School Decision on Round Mountain Middle School
Round Mountain Middle School sits in the small mining community of Round Mountain, in Nye County's Smoky Valley. The town is fundamentally shaped by the Round Mountain Gold Mine, a large open-pit operation owned by Kinross Gold Corporation that has been running continuously for decades. Most residents live in Hadley, a planned community built in the valley below the original townsite, which is gradually being consumed by the mine's expansion. Hadley clusters its schools, library, grocery store, post office, churches, and recreational amenities like a pool, golf course, and baseball fields into a compact subdivision that functions as a de facto town center. The setting is rural high desert, car-dependent, with alfalfa and cattle ranches spread across a long valley. The nearest significant population center is Tonopah, over sixty miles south.
The school serves grades six through eight and is part of the Nye County School District. It is a regular public school, not a charter or magnet. Enrollment is small, which is typical for a community of this size. Every student qualifies for free or reduced-price lunch, reflecting the working-class character of a town whose economy revolves around mining, local government, ranching, and small businesses. The student body is predominantly white, with a smaller Hispanic presence and a few students from other racial and ethnic backgrounds. Data on English learners and students with individualized education programs was not available, so those populations could not be characterized here.
State assessment results from the most recent school year show a mixed academic picture. In English language arts, roughly three out of ten tested students reached proficiency or above on the SBAC. In math, the proportion meeting proficiency was considerably lower, with fewer than two in ten scoring proficient or above. Science proficiency was suppressed, likely because of the small number of test-takers in that subject, so no science result is reported. Participation rates were high across all subjects, with nearly all enrolled students tested. Average scale scores were not available for any subject. A parent looking at these numbers, particularly the math result, may want to ask the school what supports and interventions are in place for students who are struggling, and how the school plans to build on the relatively stronger ELA outcome.
No multi-year trend data was available, so it is not possible to say whether performance is improving, declining, or holding steady. The school does not serve high school grades, so there is no graduation rate to report. Course access, staffing, discipline, and attendance data were also absent from the available records. Program offerings, such as electives, career pathways, or extracurriculars, were not provided, nor was there information on Title I status or school environment details like locale classification. A parent would need to contact the school or district directly for those pieces.
We looked for parent-relevant changes in the Nye County School District over recent years but found little that could be confirmed from available sources, so that is left out rather than guessed. No neighbor comparison fact-set was available for this school, so it could not be positioned against nearby schools in the county.
What the data does paint is a picture of a very small rural middle school in a tight-knit company town where the gold mine dominates daily life. The community has solid civic infrastructure for its size, including a library rated highly among Nevada libraries, recreational facilities, and public safety services. The school's academic results are modest, with ELA outpacing math by a meaningful margin. For a family living in or considering Round Mountain, the school offers a small peer environment where children are known, and where the broader community, though isolated, has invested in amenities that support family life. The academic data suggests that families may want to supplement classroom learning at home and stay in close conversation with teachers about progress, especially in mathematics.
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