Serving 5 students in grades Prekindergarten-8, Goose Creek School ranks in the bottom 50% of all schools in Nebraska for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was ≥50% (which was lower than the Nebraska state average of 72%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Nebraska state average of 82%).
The student-teacher ratio of 5:1 was lower than the Nebraska state level of 12:1.
School Overview
Grades Offered
Grades Prekindergarten-8
Total Students
5 students
Gender %
Total Classroom Teachers
1 teacher
School Rankings
Math Test Scores (% Proficient)
(15-16)≥50%
72%
Reading/Language Arts Test Scores (% Proficient)
(15-16)≥50%
82%
Student-Teacher Ratio
5:1
12:1
American Indian
n/a
1%
Asian
n/a
3%
Hispanic
n/a
22%
Black
n/a
7%
White
100%
62%
Hawaiian
n/a
n/a
Two or more races
n/a
5%
All Ethnic Groups
Eligible for Free Lunch
100%
38%
Eligible for Reduced Lunch (12-13)
17%
9%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), NE Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
≥50% of students have achieved math proficiency (compared to the 72% NE state average), while ≥50% of students have achieved reading proficiency (compared to the 82% NE state average).
How many students attend Goose Creek School?
5 students attend Goose Creek School.
What is the racial composition of the student body?
100% of Goose Creek School students are White.
What is the student-teacher ratio of Goose Creek School?
Goose Creek School has a student ration of 5:1, which is lower than the Nebraska state average of 12:1.
What grades does Goose Creek School offer ?
Goose Creek School offers enrollment in grades Prekindergarten-8
What school district is Goose Creek School part of?
Goose Creek School is part of Valentine Community Schools.
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