BLACKFOOT DISTRICT

Grades Served:
Kindergarten - Grade 12

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Student Achievement

Are students in this district meeting grade level expectations?

Idaho content standards establish the knowledge and skills that all students should master by the end of each grade level. Students meeting grade level expectations demonstrate proficiency on the statewide assessments aligned to the content standards.

Only students who spend most of the year enrolled in their school are included when reporting the performance of students.

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

(99.2% participation rate)

43.9%

2023 Target: 68.7%

Back

English Language Arts/Literacy

43.9%

Grades served

Grade 3

30.9%

Grade 4

43.8%

Grade 5

43.2%

Grade 6

47.8%

Grade 7

45.1%

Grade 8

38.8%

High School

55.6%

Race/Ethnicity

Native American or Alaskan Native

17.7%

2023 Target: 53.7%

Black/African American

N*

Asian

N*

White

54.7%

2023 Target: 71.9%

Hispanic or Latino

28.2%

2023 Target: 55.7%

Native Hawaiian or Pacific Islander

N*

Multiracial

<44%

Gender

Male

40.1%

Female

47.9%

Student Group

Students from Low Income Families

32.9%

2023 Target: 60.4%

Students Learning English

18.9%

2023 Target: 37.9%

Students with Disabilities

7.6%

2023 Target: 43.3%

Students in Foster Care

N*

Students who are Homeless

18.8%

Students from Military Families

65.0%

Students from Migrant Families

N*

Additional Groups

proficiency

43.9%

2023 Target: 68.7%

participation rate

99.2%

Students Learning English proficiency

18.9%

2023 Target: 37.9%

Students Learning English participation rate

>97%

Mathematics

(99.0% participation rate)

35.7%

2023 Target: 61.1%

Back

Mathematics

35.7%

Grades served

Grade 3

38.2%

Grade 4

39.9%

Grade 5

36.3%

Grade 6

43.6%

Grade 7

37.5%

Grade 8

31.3%

High School

25.6%

Race/Ethnicity

Native American or Alaskan Native

<15%

Black/African American

N*

Asian

N*

White

45.2%

2023 Target: 64.4%

Hispanic or Latino

21.4%

2023 Target: 48.0%

Native Hawaiian or Pacific Islander

N*

Multiracial

34.9%

2023 Target: 61.5%

Gender

Male

38.8%

Female

32.6%

Student Group

Students from Low Income Families

27.8%

2023 Target: 53.5%

Students Learning English

16.1%

2023 Target: 38.1%

Students with Disabilities

9.2%

2023 Target: 43.5%

Students in Foster Care

N*

Students who are Homeless

31.3%

Students from Military Families

40.0%

Students from Migrant Families

N*

Additional Groups

proficiency

35.7%

2023 Target: 61.1%

participation rate

99.0%

Science

(97.8% participation rate)

30.7%
Back

Science

30.7%

Grades served

Grade 5

32.6%

Grade 8

34.1%

High School

25.7%

Race/Ethnicity

Native American or Alaskan Native

16.1%

Black/African American

N*

Asian

N*

White

38.5%

Hispanic or Latino

14.0%

Native Hawaiian or Pacific Islander

N*

Multiracial

<35%

Gender

Male

33.0%

Female

28.3%

Student Group

Students from Low Income Families

25.0%

Students Learning English

8.7%

Students with Disabilities

7.1%

Students in Foster Care

N*

Students who are Homeless

N*

Students from Military Families

50.0%

Students from Migrant Families

N*

Idaho Reading Indicator *

Fall 2022 Proficiency

48.3%
Back

Fall 2022 Proficiency

48.3%

Grades served

Kindergarten

43.0%

Grade 1

50.0%

Grade 2

50.5%

Grade 3

49.3%

Race/Ethnicity

Native American or Alaskan Native

25.0%

Black/African American

N*

Asian

N*

White

58.4%

Hispanic or Latino

38.3%

Native Hawaiian or Pacific Islander

N*

Multiracial

<47%

Student Group

Students from Low Income Families

37.5%

Students Learning English

31.3%

Students with Disabilities

19.6%

Students in Foster Care

N*

Students who are Homeless

23.8%

Students from Military Families

N*

Students from Migrant Families

N*

Spring 2023 Proficiency

58.5%
Back

Spring 2023 Proficiency

58.5%

Grades served

Kindergarten

64.8%

Grade 1

59.6%

Grade 2

52.8%

Grade 3

57.5%

Race/Ethnicity

Native American or Alaskan Native

29.5%

Black/African American

N*

Asian

N*

White

68.9%

Hispanic or Latino

49.3%

Native Hawaiian or Pacific Islander

N*

Multiracial

>56%

Student Group

Students from Low Income Families

47.3%

Students Learning English

36.2%

Students with Disabilities

20.8%

Students in Foster Care

N*

Students who are Homeless

N*

Students from Military Families

N*

Students from Migrant Families

31.3%

School Year Fall-to-Spring Change

8%

The fall-to-spring change in IRI proficiency is calculated only among students who took both assessments at the entity listed on this page. This result may not match the difference between the separately reported fall and spring rates.

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.

How do students in this district compare?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

District

43.9%

State

52.2%

Mathematics

District

35.7%

State

41.5%

Science

District

30.7%

State

41.6%

Idaho Reading Indicator *

Fall 2022 Proficiency

District

48.3%

State

56.7%

Spring 2023 Proficiency

District

58.5%

State

66.6%

How did students in this district do in the past?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

Mathematics

Science

Idaho Reading Indicator *

Spring Proficiency

Fall Proficiency

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.