The reported proficiency rate for English language arts is 50%.
Original Research by School Decision on Albin Elementary
Albin Elementary sits in a tiny rural town in Laramie County, part of Laramie County School District #2. The school serves kindergarten through sixth grade on a campus woven directly into the community rather than set apart from it. Albin itself is extremely small, with a compact footprint of residential streets, a post office, and the school functioning as one of the town's primary civic institutions. The town lies along a Wyoming highway roughly an hour's drive east-northeast of Cheyenne, and the surrounding area offers minimal commercial activity. Publicly reported sources note no parks, library branches, or transit service in Albin.
The enrollment here is very small, with just a handful of students per grade level. This shapes everything about the school experience. Classes are intimate, and students across grades likely know one another well. The student body is predominantly white, with a meaningful Hispanic enrollment that reflects the community's makeup. A substantial share of students qualify for free or reduced-price meals. Data on students with individualized education programs or English learners was not reported, so those pictures remain incomplete.
The district operates on a four-day school week, with classes Monday through Thursday and Fridays reserved for students who need extra help or want extended learning opportunities. This calendar, publicly reported by the district, directly shapes family routines and childcare arrangements. Parents considering Albin Elementary should factor the Friday schedule into their planning.
Academically, the picture is limited by the school's size. Wyoming's WY-TOPP assessment was administered in the most recent school year, but most grade levels at Albin Elementary had so few tested students that proficiency results were suppressed for privacy. Third grade is the one exception, with enough tested students to report. In third-grade math, proficiency was strong, with most students meeting or exceeding the standard and full participation. In third-grade English language arts, about half of tested students reached proficiency. For grades four through six, the state did not report proficiency rates, and the tested counts in each grade were so small that any single student's performance would swing the results dramatically. Average scale scores were not available for any grade or subject.
When positioned relative to districts in Laramie County, Albin Elementary's overall proficiency index sits above the midpoint among the districts for which data was available. This is based on the small set of reportable results, so it should be read as a directional indicator rather than a definitive measure. The comparison set includes only three districts with reportable proficiency data, so the pool is narrow.
No graduation rate applies here, since the school stops at sixth grade. Chronic absenteeism data was not available. We also looked for information on discipline, course access, staffing, attendance patterns, and program offerings, and none of these fields were populated in the available data. Housing values and rents for the area were not provided, though publicly available sources describe Albin as having a very small housing stock with no major recent development projects identified.
The town's population has fluctuated over the decades, with periods of growth and decline, but no new housing or commercial development surfaced in the research. The community remains deeply rural, and Albin also drew regional attention for a failed attempt to start a charter school, according to publicly reported sources.
For a parent weighing this school, the core trade-off is intimacy versus breadth. Albin Elementary offers a very small, close-knit environment where children are known individually. The academic data, while limited, shows solid third-grade math performance and mixed third-grade reading results. What is missing is far more than what is present in the testing record, and that absence stems directly from the school's size rather than from any lack of effort or transparency. A parent may want to ask the school directly about how it handles instruction across such small grade-level cohorts, what Friday programming looks like in practice, and how students transition to secondary schooling outside Albin.
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