The top reported proficiency rate is 59% in English language arts. The lowest is 49% in Math.
Original Research by School Decision on Davis Middle School
Davis Middle School serves grades six through eight in Evanston, Wyoming, as part of Uinta County School District #1. It is a traditional public school, not a charter or magnet. The enrollment is modest for a middle school serving three grade levels, and nearly half of its students qualify for free or reduced-price meals, pointing to a working-class student body. The school is predominantly white, with a smaller Hispanic presence and very small numbers of students from other racial and ethnic backgrounds. Data on students with individualized education programs and English learners was not available, so those populations cannot be characterized here. A parent may want to ask the school directly about special education and English-learner services if those are relevant to their family.
On Wyoming's WY-TOPP assessment, the most recent results tell a consistent story across all three grades. English language arts is the stronger subject. Roughly six in ten sixth graders reached proficiency, and seventh and eighth graders were not far behind, with the majority clearing the proficiency bar in each grade. Math results are more middling. About half of students in each grade demonstrated proficiency, with the share holding steady across sixth, seventh, and eighth. Eighth-grade science, the only science grade tested at this level, landed in the same range, with just over half proficient. Participation was high across the board, which means these results reflect nearly the entire student body rather than a skewed subset. No multi-year trend data was available, so it is not possible to say whether performance is improving, declining, or holding steady over time.
When positioned relative to districts in Uinta County, Davis Middle School's overall proficiency lands in the bottom quartile of the comparison set. The county group is small, with only three districts, and all three post proficiency indices in a fairly narrow band, so this positioning reflects a modest gap rather than a dramatic separation. Still, the school's combined proficiency across tested subjects and grades sits below the county's lowest district-level index. This is a soft spot worth noting plainly. A parent considering this school may want to look into what supports are in place for students who are not yet proficient, particularly in math, and how the school approaches intervention.
Because Davis is a middle school serving only grades six through eight, it has no graduation rate, and that metric does not apply. Chronic absenteeism data was not reported, and no information on course access, staffing levels, discipline, or attendance was available in the data provided. Program offerings such as advanced coursework, electives, extracurriculars, or career exploration were also not included, so the picture of what happens inside the building beyond test scores is limited. What the data does show is a school where reading and writing outcomes are reasonably solid and math is more of a mixed bag.
Evanston itself sits along Interstate 80 in southwestern Wyoming. Bear River State Park borders the eastern edge of town, with hiking trails, a visitors center, and picnic grounds that connect to the Bear River Greenway running near downtown, where residents can walk along the river, skate seasonally, fish, or rent boats. The Uinta County Museum on Depot Square occupies a former Carnegie library building, and the city has a public library branch. The Uinta County Fairgrounds hosts the annual Cowboy Days rodeo, and the city Recreation Center offers a pool, an indoor shooting range, and youth programming in sports from gymnastics to soccer. For a family weighing Davis Middle School, the town provides a decent range of recreational and community amenities for a middle-school-aged child. The district brief turned up little in the way of recent curriculum changes, referendums, or property-tax shifts, so there is no major district-level initiative to factor in at this time.
The school that emerges from this data is a small, conventional middle school in a rural Wyoming town, serving a mostly white, partially economically disadvantaged student body. Reading outcomes are its academic relative strength. Math is average at best. The county comparison places it at the lower end of a small local set, and the absence of trend, staffing, program, and special-population data leaves real gaps in the picture. Families with the time to visit and ask questions would do well to fill those gaps directly.
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