High Schools in Coffeeville School District

Coffeeville School District is served by a single high school, Coffeeville High School, which enrolls 110 students in grades 9–12 in the small, rural Mississippi town of Coffeeville, and the Coffeeville School District is ranked 79th out of 134 districts statewide. For parents, the most important thing to know is that this small school experiences dramatic swings in performance from year to year, largely because one cohort of just 25–30 students per grade can heavily influence results. Its state ranking has ranged from the 7th percentile (zero stars) in 2023–2024, to the 82nd percentile (four stars) in 2024–2025, and back down to the 15th percentile (one star) in 2025–2026. The 2024–2025 school year showed genuine strength, with Algebra I proficiency slightly above the state average and English II proficiency 13 points higher than the state. However, those gains did not last: in 2025–2026, Algebra I proficiency fell to 37.5% (28.5 points below the state), English II dropped to 39.1%, and Biology remained a persistent weakness at 41.7% for the second year running.

Beyond academics, Coffeeville High faces serious challenges tied to poverty and attendance. The school reports 100% economic disadvantage, meaning every student qualifies for free or reduced lunch, and the chronic absenteeism rate stands at 36.1% — more than 12 percentage points above the state average. This absenteeism likely disrupts instruction and helps explain the inconsistent test scores, especially in subjects like Biology, which show no improvement over two years. The graduation rate of 78.0% is also 11.2 points below the state average, suggesting that many students are not finishing on time or at all. On the positive side, the student-teacher ratio is a very favorable 7:1, providing the potential for individualized attention if attendance and classroom continuity can be improved.

For families evaluating this district, the picture is complicated. Coffeeville High has demonstrated it can outperform the state in certain subjects during a strong year, particularly in English and Algebra I, but the instability and sharp declines make it difficult to predict outcomes for any given year. The most urgent priorities for the school are reducing chronic absenteeism and stabilizing instruction in Algebra I and Biology, while building on the strong English results seen recently. With such a small student body, targeted support for a relatively small number of students could meaningfully shift outcomes, but until attendance and academic consistency improve, parents should expect continued volatility in the school's rankings and proficiency rates.