The top reported proficiency rate is 44% in English language arts. The lowest is 14% in Science.
Original Research by School Decision on Mullens Middle School
Mullens Middle School sits on Moran Avenue in the small Wyoming County town of Mullens, serving grades five through eight as a regular public school within Wyoming County Schools. The enrollment is small, with roughly equal numbers spread across the four grade levels. The student body is almost entirely white, with a tiny number of students identifying as Black or multiracial. No other racial or ethnic groups are represented in the reported figures.
The town of Mullens occupies a narrow valley where the Guyandotte River meets Slab Fork. Its downtown is a National Register historic district, with brick and stone buildings that a city ordinance required after early fires destroyed wood-frame structures. The five-story Wyoming Hotel stands as a downtown landmark. Outside that core, the town is mostly residential, with modest homes along valley roads. Street life is quiet except during events like the annual Dogwood Festival, which brings a parade, food and craft vendors, car shows, and live music through downtown. The housing market here is among the most affordable in the state. Home values in the school's zip code sit far below both the West Virginia state benchmark and the national one, and estimated monthly mortgage costs are low relative to typical incomes. Rental data was not available.
On state assessments, Mullens Middle's English language arts results are the stronger part of the picture. Fifth-grade ELA proficiency is the highest mark in the building, with half of tested students reaching proficiency, and sixth grade is close behind. Seventh and eighth grade ELA proficiency sits somewhat lower but still in a moderate range. Participation rates are full or nearly full across all tested grades.
Math results are the soft spot. Proficiency is low across every grade, with the sixth-grade mark the weakest in the school. Seventh grade shows the most students reaching proficiency in math, but even that level remains modest. The gap between ELA and math performance is wide and consistent at every grade level. Science is tested only in grades five and eight, and results there are low as well, with the eighth-grade science proficiency mark particularly thin. A parent may want to look into how the school supports math and science instruction and what interventions are in place for students who are struggling in those subjects.
No multi-year trend data was available, so it is not possible to say whether these results represent a decline, an improvement, or a steady state. Average scale scores were also not reported, which limits the picture to proficiency rates alone.
Several data categories that parents often ask about were not available. Free and reduced-price lunch counts were not reported, so the economic profile of the student body cannot be characterized from the data. Special education enrollment and English learner counts were also missing. No information on Title I status, school locale classification, discipline practices, course offerings, staffing, or attendance was provided. No civil rights data was included. Because this is a middle school serving grades five through eight, there is no graduation rate to report; that metric applies to high schools. No program offerings, magnet status, or charter designation appear in the data. The school is a regular public school with no magnet or charter designation.
The parent district, Wyoming County Schools, had no recently reported changes that met a lasting-impact threshold, so there is nothing to relay on district-level shifts that would affect this school in the near term.
What the data does show is a small, community-rooted middle school in a historically distinctive Appalachian town, with housing costs that make ownership accessible to most working families. Academically, ELA is the relative bright spot, while math and science proficiency are areas where results are low and where a family might reasonably ask the school what supports are available. The absence of demographic, program, and staffing detail means a parent would need to contact the school directly for a fuller sense of the student experience beyond what state testing captures.
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