Sand Springs School serves 4 students in grades Prekindergarten-8.
The student-teacher ratio of 4:1 was lower than the Montana state level of 12:1.
Top Rankings
Sand Springs School ranks among the top 20% of public schools in Montana for:
Category
Attribute
Community Size
Student Attention
School Overview
Grades Offered
Grades Prekindergarten-8
(No virtual instruction)
(No virtual instruction)
Total Students
4 students
Gender %
Total Classroom Teachers
1 teacher
School Rankings
Student-Teacher Ratio
4:1
12:1
American Indian
n/a
10%
Asian
n/a
1%
Hispanic
n/a
6%
Black
n/a
1%
White
100%
77%
Hawaiian
n/a
n/a
Two or more races
n/a
5%
All Ethnic Groups
School Statewide Testing
School District Name
Sand Springs Elementary School District
Source: National Center for Education Statistics (NCES), MT Dept. of Education
Frequently Asked Questions
How many students attend Sand Springs School?
4 students attend Sand Springs School.
What is the racial composition of the student body?
100% of Sand Springs School students are White.
What is the student-teacher ratio of Sand Springs School?
Sand Springs School has a student ration of 4:1, which is lower than the Montana state average of 12:1.
What grades does Sand Springs School offer ?
Sand Springs School offers enrollment in grades Prekindergarten-8 (No virtual instruction).
What school district is Sand Springs School part of?
Sand Springs School is part of Sand Springs Elementary School District.
Recent Articles
How Public Schools Support Students on Free / Reduced-Lunch Programs
Explore how U.S. public schools support students eligible for free or reduced-price lunch through nutrition, academic, and wraparound services in 2025.
Hidden Costs of Public Schools: Fees, Supplies & Extras
Explore the hidden costs in public schools—fees, supplies, extracurriculars—and how parents can plan for them in 2025.
Public School Funding 2025: What Families Should Know
Essential insights on public school funding in 2025—how it works, what’s changing, and what families should know to stay ahead.
