The top reported proficiency rate is 46% in English language arts. The lowest is 40% in Science.
Original Research by School Decision on Taconic Hillsjunior/senior High School
Taconic Hills Junior/Senior High School serves students in grades seven through twelve from a rural area spanning nearly ten towns in southeastern Columbia County. The school sits on a centralized campus located in the hamlet of Craryville, a quiet, forested area where the local economy centers on creative work, white-collar professionals, and people working from home rather than traditional manufacturing or commerce. The school community itself reflects this rural character: about half of students qualify for free or reduced-price lunch, and the enrollment is drawn overwhelmingly from the immediate surrounding towns rather than from outside.
The academic picture shows moderate performance in foundational areas. In seventh-grade math and English language arts, proficiency rates sit slightly above or near the middle of what comparable rural county districts achieve. Eighth-grade results are weaker: math proficiency drops notably, and both English language arts and science proficiency in eighth grade fall into the lower half of the county comparison. Students are participating in state testing at solid rates, particularly in seventh grade, though eighth-grade participation in science is notably lower. The school does not report high school state assessment results, consistent with New York's practice of testing only in the middle grades at the state level; without a published graduation rate or transcript-based performance data, the pathway from middle to high school attainment is not visible in the available data.
A parent should note that proficiency in mathematics is a soft spot, particularly in eighth grade. The nature of these students' academic needs, and whether the school has responded with tutoring, interventions, or restructured math instruction, would be worth exploring directly with the school. Special education and behavioral support is a district priority: the district recently added a behavioral specialist dedicated to special education students, meaning supports are maintained locally rather than requiring outside placement. English learner data was not available; if that is a household need, asking whether the school serves that population would be appropriate.
The setting shapes the experience substantially. The school occupies a large, modern campus facility that serves the entire K-12 district and anchors a wide rural region. There is no town downtown or dense neighborhood walkability; families drive to school via county routes and state highways. The area is characterized by forest (much of it Taconic State Park) and farmland, with few businesses nearby. The community itself includes a worker-owned café and gathering place called Random Harvest that hosts yoga, poetry readings, and music events, reflecting the local character of artist and creative presence.
Housing in the area is relatively stable. Home values sit modestly above the state average for New York, and the rental market is essentially nonexistent, meaning the school community is composed primarily of owner-occupant families. The town of Copake, which contains Craryville, is working through a comprehensive plan update and has made zoning changes to encourage housing, though lack of density in the zoning has kept development from materializing without subsidy. For families moving in, the school district is in the middle of a multi-year capital improvement project addressing aging building systems and infrastructure, with bonded borrowing spread to align with state building aid. Tax obligations tied to these improvements are worth reviewing before relocating.
The district itself is navigating budget pressures. Operating costs have risen sharply due to health insurance, prescription costs, and special education tuition, forcing reliance on fund balance reserves. The district hired a financial advisor to develop a long-range plan, signaling that future tax increases or program adjustments may follow as reserves deplete. For parents considering the area, this is not an immediate crisis but a trajectory that shapes the district's future rather than a fixed, stable baseline.
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