Summary:
ZIP code 41179 includes four Lewis County Central Elementary School, Laurel Elementary School, Lewis County Middle School and Lewis County High School—two elementary schools, a middle school and a high school serving 1,394 students. Their latest results show a varied picture rather than a single area-wide pattern: elementary scores differ sharply by grade and subject, while secondary schools have some notable strengths. The clearest academic bright spot is the middle school’s eighth-grade writing and editing and mechanics, both well above state results.
Lewis County Middle School stands out most: eighth-grade writing was 62% proficient versus 48% statewide, and editing and mechanics was 57% versus 42%; eighth-grade reading was also 4 points above the state. Lewis County High School also excelled in writing, with 59% of eleventh-graders proficient versus 47% statewide, though its other reported subjects were mostly below state results. Elementary results are more mixed. At Central, third-grade math was close to the state (44% versus 43%), but fourth- and fifth-grade math lagged by 23 and 27 points. Laurel’s reported fifth-grade reading and social studies were 24 and 20 points below the state. Some of Laurel’s other latest test results are suppressed, so a full comparison is not available.
Recent trends differ by school: Central’s SchoolDigger percentile rank fell from 44 in 2023–2024 to 17 in 2025–2026, while the middle school rose from 44 to 55; the high school moved from 64 to 49. Across matched results, scores fell by an average of about 3 points, but the middle school improved in several subjects, including eighth-grade writing and editing and mechanics, each up 10 points. For context, 2024–2025 free/reduced lunch eligible shares were 69% at Central, 70% at the middle and high schools, and 80% at Laurel. Student-teacher ratios ranged from 15.4 at Laurel to 19.8 at the high school. The high school paired a 96% graduation rate with the area’s highest chronic absenteeism: 39%, compared with 24% statewide.
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