Summary
Craig Middle School is a very small public school in Craig, Alaska, serving grades 6 through 8 with an enrollment of 52 students, and it is part of the Craig City School District, which holds a 3-star rating and ranks 13th among 23 Alaska districts. With no other schools within a 20-mile radius, the most meaningful comparisons are against the district and statewide averages rather than nearby schools. The school maintains a very low student-teacher ratio of roughly 9 to 1, and about 84% of students qualified for free or reduced-price lunch in 2022–2023, reflecting a high level of economic need in the community.
Academically, Craig Middle School has generally performed near the middle of Alaska's middle-school landscape, earning mostly 2-star ratings with occasional 3-star showings in recent years. Its best year came in 2014–2015, when it ranked in the 82nd percentile statewide, but it has since settled around the 41st to 50th percentile. English language arts is its clearest strength: in 2025–2026, 6th graders posted 61.54% proficiency, more than 25 points above the state average, and overall ELA results have been above the state in recent years. Mathematics is the most urgent concern, with proficiency sliding to 23.81% in 2025–2026 — roughly 13 points below the district's 37.39% and about 8 points below the state. Science scores have been inconsistent, though they ran above state averages for three straight years before a recent dip relative to the district.
Because the school is so small, a single cohort can noticeably sway results from year to year. Still, the school has achieved exceptional outcomes for particular groups: in 2024–2025, male students ranked 20th of 68 Alaska middle schools and low-income students ranked 14th of 51, both earning 4-star ratings, and the school previously posted a 5-star rating for migrant students in 2018–2019. Notably, per-pupil spending of about $22,000 and very small classes have not consistently produced top-tier overall rankings. For parents, the picture is a mixed one: strong reading outcomes, genuine strengths with certain student groups, and a clear need to focus on improving mathematics performance going forward.
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