Summary
Waubun Elementary in Waubun, MN, is a small school of 162 students serving grades 4–6 in the Waubun-Ogema-White Earth Schools district; it is classified as a middle school, and no other schools are listed within 20 miles, so the most useful comparisons are to its district and Minnesota averages. The school has high economic need: 69.14% free/reduced lunch in 2024–2025, down from 70.45% in 2023–2024 and 76.16% in 2022–2023. Its student-teacher ratio has improved from 12.2 in 2022–2023 to 11.8 in 2023–2024 to 9.6 in 2024–2025.
In 2025–2026, reading is the relative bright spot: 37.1% proficient compared with 30.6% for the district and 48.6% for Minnesota, the only all-grades subject where the school beats its district, by 6.5 percentage points, though it still trails the state by 11.5 points. Math is the clearest weakness: 17.9% proficient versus 23.0% for the district and 44.9% for the state, leaving the school 5.1 points below its district and 27.0 points below Minnesota. Science is 17.0%, slightly above the district’s 15.7% but 8.5 points below the state’s 25.5%. At the grade level, 4th-grade math is the most striking gap: 13.5% proficient compared with 55.2% statewide, a difference of 41.7 percentage points; 5th-grade math is 22.8 points behind, and 6th-grade math is 18.4 points behind. Reading is steadier at 35.8%, 38.3%, and 37.3% in grades 4, 5, and 6, though each is 13.0 to 16.2 points below state averages.
Historically, math has remained in the high teens to mid-20s across four years, never exceeding 24.39%, while the state has stayed near 45%; the school has also been below its district every year shown. Reading bounced between about 32% and 37%, reaching 37.1% in 2025–2026, its highest four-year mark and the first time in this window it moved above the district. Science has been the most volatile: near 17.5–17.8% in 2022–2023 and 2023–2024, a sharp drop to 7.27% in 2024–2025, then a rebound to 17.0% in 2025–2026. Overall, this is a small, high-need school with a relatively strong reading profile compared with its own district, but substantial and persistent math gaps, and unstable science results compared with Minnesota averages.
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