Summary
Lincoln High School is a small, rural school in Lincoln, AR, serving 338 students in grades 9-12 as part of the Lincoln School District. The school has experienced a significant and concerning decline in its state ranking over the past five years, dropping from a 3-star rating (60th percentile) in 2020-2021 to a 1-star rating (22nd percentile) for the 2025-2026 school year. This decline is especially stark when compared to nearby schools like Prairie Grove High School, just 5 miles away, which maintains a 4-star rating (86th percentile), and West Fork High School, which has shown recent improvement to a 3-star rating (66th percentile).
The most critical issue driving Lincoln High School's low performance is its math proficiency, which is alarmingly low. Only 7.1% of students are proficient in Algebra and just 4.2% in Geometry, compared to state averages of 36.9% and 26.4%, respectively. This is the lowest geometry proficiency among all nearby schools. In contrast, English Language Arts scores are closer to state averages, and 9th-grade Biology proficiency (58.8%) is a relative bright spot, though still below the state average of 72.2%. The school maintains a strong graduation rate of 92.8%, above the state average of 90.1%, but this contrasts sharply with the low academic proficiency, raising questions about college and career readiness.
Interestingly, Lincoln High School has two attributes often linked to success: a very low student-to-teacher ratio of 5.9:1 and high spending of $15,162 per student—higher than top-performing schools like Fayetteville High School ($14,846) and Prairie Grove High School ($11,365). Despite these resources, academic outcomes are the worst in the comparison group, suggesting the challenges are likely related to instructional effectiveness, curriculum, or school leadership rather than funding or class size. The comparison with Prairie Grove, which serves a similar rural community but achieves far better results with less spending and a higher student-teacher ratio, underscores that internal school factors are driving the gap.
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