The top reported proficiency rate is 44% in Social studies. The lowest is 33% in English language arts.
Original Research by School Decision on Hilham Elementary
Hilham Elementary serves students from pre-kindergarten through eighth grade in the unincorporated rural community of Hilham, part of the Overton County school system. The school is one of several elementary and middle schools that feed into county high schools. Its enrollment is overwhelmingly white, with very small numbers of students who are Black, Hispanic, Asian, or multiracial. Data on the share of students eligible for free or reduced-price meals was not available in the information we reviewed, nor were counts of students with disabilities or English learners. A parent who wants to understand the economic and academic support profile of the student body may wish to ask the school directly about these figures.
The school sits in a deeply rural setting. The broader ZIP code area has a very low population density and an older median age, well above state and national averages. Hilham itself is an unincorporated crossroads at the junction of two state routes. There is no downtown, no public library noted in the available records, and no transit system. The closest civic anchor is Standing Stone State Park, located a short drive north. Population growth in the area has been modest, consistent with organic rural growth rather than planned development. Labor force participation in the broader area is low, and median household income in the ZIP code is below the national median. For a family considering a move, the housing context shows that home values in the area are below the state average, though they have risen at a faster clip than the state or national average in the most recent year measured. The area is not a walkable or amenity-rich setting; it is a quiet, spread-out rural community.
State assessment results for the school year that ended in 2025 show a mixed picture. In math, about three-eighths of students in grades three through eight scored at the proficient level or above. In English language arts, about one-third of students reached that threshold. In science, the figure was again about three-eighths. In social studies, which was tested for a smaller number of students, the share was higher, approaching half. These results give a sense of where student performance stands relative to the state’s proficiency benchmarks. A parent may want to look into this further with the school to understand how instruction and interventions are targeted, particularly in English language arts and math, where the majority of students did not reach the proficient level. The school had a very high test participation rate, which is a positive sign for data reliability.
The district brief showed no recent substantial changes that would affect families’ day-to-day experience. No new programs, boundary shifts, or major staffing developments were identified in publicly reported information. The school operates as a regular public school, not a charter or magnet, and serves its local attendance zone.
Because Hilham Elementary does not serve high school grades, there is no graduation rate to report. The academic program focuses on the elementary and middle school years. The absence of information on course access, staffing ratios, discipline patterns, and chronic absenteeism means that a family evaluating the school will want to ask directly about class sizes, enrichment offerings, and school climate. The student body is small, and the peer environment is homogeneous in terms of race and ethnicity. The community context is one of limited economic opportunity and sparse amenities, which may be a fit for families seeking a quiet rural setting and may feel limiting for those who want more institutional or cultural resources nearby. The school itself appears to be a straightforward neighborhood school serving its local children in a county district that offers a range of options at the high school level for those who continue past eighth grade.
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