The top reported proficiency rate is 31% in Math. The lowest is 27% in Science.
Original Research by School Decision on Leedey Es
Leedey ES serves students from pre-kindergarten through eighth grade in a single building that houses the entire elementary and middle school population of the Leedey Public Schools district. The town of Leedey is a very small rural community in Dewey County, historically tied to agriculture and oil, but now a place of long-term population decline with a limited local job base. Most employed residents commute elsewhere for work, and the town's commercial frontage is thin. The school itself is small, enrolling roughly a hundred and fifty students across all ten grades, and its student body is overwhelmingly white. No data on economic disadvantage, special education, or English learner status was available in the state reporting.
State testing results are reported by grade level, but for a school this size, most results are suppressed to protect student privacy. Only two grade-level proficiency rates were published for the most recent testing year. In seventh-grade math, about a third of students scored at the proficient level or above. In eighth-grade science, roughly a quarter of students did the same. Those are modest figures, and a parent would want to look into this further with the school to understand what supports are in place, especially since the small numbers mean a single student's result can shift the rate substantially. For all other tested grades and subjects, the state withheld the proficiency rates because the tested groups were too small to report reliably. That is common in very small schools and does not itself signal weak performance, but it means a parent cannot get a full picture of achievement across grades from public data alone.
When placed against other districts in Dewey County, Leedey ES's overall proficiency index, which averages the few reported rates, lands at the top of the set. The county includes only a handful of districts, and Leedey's index matches the highest observed, implying that among the schools with enough data to compare, this one holds a strong relative position. Keep in mind that the comparison is limited by the county's small size and by the fact that many individual grade results were suppressed; the index itself is based on a thin slice of data.
Because the school stops at eighth grade, there is no graduation rate to report. No data on chronic absenteeism, discipline rates, or course access were available in the sources reviewed. The district itself reports no recent major changes such as bond referendums, curriculum overhauls, or property-tax adjustments that would be of lasting interest to parents. The town continues to shrink slowly, and no significant new housing or commercial development is evident. For a family considering this school, the biggest unknowns are the unreported proficiency rates across most grades and the absence of information on special education and English learner supports. A conversation with the school office would be the next step to fill those gaps.
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