The top reported proficiency rate is 56% in Math. The lowest is 40% in Science.
Original Research by School Decision on Boscobel Junior High
Boscobel Junior High is a regular public school serving grades six through eight in the Boscobel Area School District, located in the small city of Boscobel in southwest Wisconsin’s Grant County. The school occupies a single building on a compact campus near the downtown core, which includes City Hall, a restored historic depot, and the Old Rock School, a National Register-listed building that houses the district's youngest students.
The student body of roughly 150 for a three-grade school is predominantly white, with a small Hispanic population and a very small number of students who identify as two or more races. No students are identified as Black, Asian, American Indian, or Native Hawaiian or Pacific Islander according to the reported data. More than half of students qualify for free or reduced-price lunch, a marker that the student body includes a substantial share of families with lower household incomes. Data on the share of students with individualized education programs or English learner status was not available from the profile.
Boscobel itself is a small city whose character is shaped by its location on the lower Wisconsin River and by the presence of the Wisconsin Secure Program Facility, a state prison that adds to the census count and is one of the area's major employers along with a hospital, local manufacturers, and a municipally owned utility. The city bills itself as the wild turkey hunting capital of Wisconsin and has a modest historic downtown. Its population grew modestly over the last decade. Housing values in the area are below state and national benchmarks, which may matter to families considering a move.
On the Wisconsin Forward state assessments, which are taken by all students in tested grades, the school's results show variation by subject and grade. In math, the share of students scoring proficient or advanced was above half in both sixth and eighth grade, and just above half in seventh grade. In English language arts, about three in five sixth and seventh graders met the bar, while just over two in five eighth graders did, a noticeable drop. Science results for eighth graders showed a smaller share reaching proficiency than in math or ELA at that grade, and social studies was similar, near the same mark. Participation rates were complete across all tests, so the results represent virtually all enrolled students in those grades.
When compared against other districts in Grant County, Boscobel Junior High’s overall proficiency across tested subjects and grades places it in the bottom quartile. This is a district-level comparison set that includes eleven districts; the school's composite proficiency index sits below the median of the group. The school serves only middle grades, so there is no graduation rate to report, and data on chronic absenteeism was not available. A parent may want to discuss these trends with the school, particularly the drop in eighth-grade ELA performance and the relatively lower science and social studies results.
The district itself approved an operating referendum in April 2025 that allows it to exceed state revenue limits for four years, providing additional funding for technology, curriculum materials, building maintenance, and extracurricular programs. This replaced an earlier referendum that expired after the 2024-25 school year. The new funding may affect the resources available to Boscobel Junior High in the near term, though specific allocations are not documented in the profile.
The school does not appear to have a charter or magnet designation, nor was Title I status reported. No information was available about course access, staffing, discipline rates, or attendance patterns. Families considering Boscobel Junior High will find a middle school in a small, river-town setting with a student body that is predominantly white and lower-income relative to the area, assessment results that are below the midpoint of the county's districts, and a district that recently secured additional operational funding. A parent with specific questions about programs, supports, or classroom experience would be well served by contacting the school directly, as several dimensions of school life are not captured in the available data.
See more original research from School Decision →