The top reported proficiency rate is 48% in Science. The lowest is 25% in Math.
Original Research by School Decision on New Underwood Elementary - 02
New Underwood Elementary sits in a very small rural community in Pennington County, a town established for cattleman John Underwood with limited commercial activity and a single local eatery anchoring its center alongside City Hall. The town covers a tiny footprint, and the school sits within the New Underwood School District, which serves as one of the community's primary institutions. Publicly reported sources describe slow population growth and an aging resident base, with construction, utilities, and other services forming the backbone of the local economy. The employed population is small, and the school district itself is likely a meaningful local employer given the presence of educational services among the town's industries.
The elementary school serves kindergarten through fifth grade with a modest enrollment spread fairly evenly across the grades. The student body is predominantly white, with small numbers of American Indian or Alaska Native, Hispanic, and multiracial students. A modest share of students qualify for free or reduced-price lunch. The school is not a charter or magnet school. Information on Title I status, staffing ratios, attendance, discipline, and specific program offerings was not available in the data provided, so those dimensions are left unaddressed rather than guessed. Similarly, the locale classification and any walkability or pedestrian infrastructure details were not identified, though the town's very small size and rural Great Plains character suggest a setting where residents rely heavily on driving and where civic buildings, including the school, are likely in close proximity.
On state assessments, the most recent results show mixed academic performance. In English language arts, roughly a third of tested students reached proficiency, which is a modest result. Mathematics was weaker, with about a quarter of students scoring proficient or above. Science results were stronger, with nearly half of tested students reaching proficiency, though the science figure draws on a much smaller tested group than the other two subjects. Participation was full across all three subjects. Average scale scores were not reported, and no multi-year trend data was available, so there is no way to compare these results against prior years or to characterize whether performance is improving or declining. A parent weighing these results may want to ask the school how it supports students who are below proficiency in math and reading and what interventions or instructional approaches are in place.
The housing market in the surrounding area shows notable appreciation. The typical home value in the school's zip code sits well above both the state and national benchmarks, with a strong year-over-year increase that suggests rising demand in a town where population growth itself has been minimal. Estimated monthly mortgage costs at current rates are substantial, while rent affordability appears more moderate relative to income. Rent data specifically was not available, so a full picture of the rental market is incomplete. The price-to-income ratio indicates that buying a home here requires a relatively strong household income, and a family considering the area should weigh that against the limited local employment base, which leans on construction, utilities, and services rather than high-paying corporate or professional sectors.
No information on special populations such as English learners or students with individualized education programs was reported, and no civil rights data, course access details, or staffing figures were included in the available material. The district brief turned up no evidence of recent curriculum changes, referendums, property-tax shifts, or other parent-relevant developments, so there is nothing to report on that front. A family looking at New Underwood Elementary would be choosing a very small rural school in a quiet, slowly growing town with rising home values, a homogenous peer group, and state test results that point to particular room for growth in math and reading alongside a relatively stronger showing in science. The gaps in the available data, especially around staffing, programs, and student support services, are worth raising directly with the district before drawing a fuller conclusion.
See more original research from School Decision →