The top reported proficiency rate is 38% in Science. The lowest is 28% in English language arts.
Original Research by School Decision on Community Middle School
Community Middle School is a regular public school in Unionville, Tennessee, serving grades six through eight as part of the Bedford County district. It is one of three public schools in the small, unincorporated community, sitting alongside Community Elementary and Community High School. Unionville itself is a rural census-designated place with a low-density, spread-out settlement pattern. Most residents drive alone to work, and the average commute extends beyond the community, reflecting a bedroom-community dynamic where many residents hold jobs in manufacturing, health care, or educational services elsewhere. Home values in the area are roughly in line with national averages, and the housing stock has seen some upward pressure in recent years. The community has a post office and the three schools, but lacks a formal downtown, public library, or public transit system; civic infrastructure is managed at the county level.
Enrollment at Community Middle School is moderate for a grade 6–8 school. The student body is predominantly white, with a sizable Hispanic minority and very small shares of Black, Asian, and multiracial students. Data on economic disadvantage—such as the share of students qualifying for free or reduced-price lunch—was not available, and neither were counts of students with disabilities or English learners. This absence of economic and special-population data means that a parent would need to inquire directly with the school to understand the scope of support services available.
On state assessments, the school’s proficiency rates across all tested subjects were below levels that many families would consider strong. In math, roughly one in three students scored proficient or above. In English language arts, that figure was closer to one in four. Science and social studies fared somewhat better, with just over a third of students reaching proficiency. These results are drawn from Tennessee’s TNReady assessments, and participation was full. No multi-year trend data were provided, so it is not possible to say whether performance is improving or declining. A parent may want to ask the school about its academic improvement plans, intervention strategies, and how it supports students who are not yet meeting proficiency benchmarks.
Because Community Middle School is the only middle school in its district, and the Bedford County district itself is the sole district in the county, there is no meaningful in-county comparison to offer. The school is a regular public school with no charter or magnet designation. No information was available about specific course offerings, electives, or enrichment programs. Similarly, data on discipline, staffing ratios, and chronic absenteeism were absent from the records. These gaps leave a limited picture of the student experience beyond what the test scores and demographics show.
Families looking at Community Middle School will find a rural setting where the school is a central community institution, alongside the elementary and high school. The lack of program and support data means that anyone considering this school for a child with particular academic, enrichment, or special education needs should reach out to the school directly. The academic proficiency rates are an area that may give a parent pause, and a conversation with school leadership about how the school addresses those results—whether through targeted instruction, tutoring, or other supports—would be a sensible next step. For families who value a small-town, close-knit environment and are comfortable with a car-dependent commute, this school represents the local public option in a district with no other middle school choice.
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