Summary:
Thompsonville CUSD 174 has two small schools serving grades PK–12: Thompsonville Grade School (PK–8, 204 students) and Thompsonville High School (grades 9–12, 90 students). The schools’ clearest strengths differ: the Grade School’s latest reported English results and fifth-grade science were above state rates, while the High School had favorable graduation and attendance figures. The most important academic finding is the Grade School’s split between above-state all-grades English proficiency (65% versus 56%) and below-state math proficiency (27% versus 40%).
The Grade School’s strongest reported results were fifth-grade science, at 65% compared with 48% statewide, and all-grades English, at 65% versus 56%. Its all-grades math result was 27%, 12 percentage points below the state rate. At the High School, graduation was a strength: 92% compared with 90% statewide, while chronic absenteeism was 18% versus 24%, 6 points lower. Its weakest reported comparison was grade 11 ACT English: 20% met proficiency, compared with 52% statewide, a gap of 32 points. ACT math and science were also below state rates, by 15 and 9 points. These results compare each school with the state on the same measure; the schools’ different grade spans and tests do not support a direct test-score ranking between them.
Results moved in a positive direction on several measures, though not all trends are steady. From 2024–2025 to 2025–2026, the Grade School’s all-grades English-to-state gap improved by 12 points and its math gap by 10 points; fifth-grade science swung from 7% versus 41% statewide to 65% versus 48%. At the High School, grade 9 PreACT English rose from 57% to 59%, narrowing its gap with the state from 5 points to 2. SchoolDigger rankings also improved: the Grade School went from the 34th to the 58th percentile, and the High School from the 16th to the 27th percentile across their reported years. For 2024–2025, the Grade School had a 14.3 student–teacher ratio versus 8.2 at the High School; free/reduced lunch eligible shares were 55% and 52%, respectively. These are contextual differences, not explanations for school results.
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