The top reported proficiency rate is 88% in Social studies. The lowest is 49% in English language arts.
Original Research by School Decision on Cambridge Intermediate School
Cambridge Intermediate School serves students in grades three through five in Cambridge, a small Appalachian county seat in southeastern Ohio. The school sits on Deerpath Drive, part of a district that operates separate buildings for primary, intermediate, middle, and high school grades rather than consolidating into larger facilities.
The student population is small, drawing from the local community. The school's enrollment is distributed relatively evenly across the three grades served. Racially and ethnically, the student body is predominantly white, with small percentages of students from other backgrounds represented. Data on free-or-reduced-price lunch eligibility and English learner enrollment were not available, so the extent of economic challenge or language diversity in the building cannot be characterized from the provided information.
On Ohio's State Tests, the school's proficiency results fall into a mixed picture. In mathematics, a clear majority of students tested achieved proficiency or above. English language arts showed weaker performance, with just under half the students meeting proficiency. Science results landed between the two, just above the halfway point. Nearly all students participated in the state assessments across subjects, indicating high test administration rates. Trend data showing performance over multiple years was not available, so it cannot be determined whether these results represent stability, improvement, or decline. When compared against other districts in Guernsey County, the school's overall proficiency index places it in the top quartile regionally, a position of relative strength within that peer group.
State testing results for social studies were available only from several years ago, showing much higher proficiency than current results in the core subjects, though this older benchmark has limited relevance to current performance. Science testing included only a subset of grades, a common pattern when the state samples rather than assesses all grade levels in that subject.
Cambridge Intermediate School has no reported data on special education enrollment, chronic absenteeism, discipline, course offerings, or staffing patterns. These gaps limit what can be said about school climate, support systems, or whether the school offers enrichment or intervention beyond core academics. Information about the school's website, if one exists, was also not provided.
The broader Cambridge community is experiencing population stability or modest decline, with economic development centered on industrial expansion in manufacturing and bridge-building rather than residential growth. Housing values in the Cambridge area are lower than state and national benchmarks. Major employers include manufacturing facilities, healthcare, and retail, reflecting a traditional small-town Ohio economy. Parents considering this school should recognize it as a conventional public intermediate school within a small, economically modest district, where math performance is solid and proficiency overall ranks favorably within the county, but where English language arts results suggest areas needing attention. A parent may want to look into further what academic supports or interventions the school offers in literacy, and what the experience is like for students at this school size and stage.
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