School Of The Osage


Summary:

The School Of The Osage district in Missouri consists of 4 schools, including 2 elementary schools (Osage Upper Elementary and Heritage Elementary), 1 middle school (Osage Middle), and 1 high school (Osage High). The district serves a significant population of economically disadvantaged students, with free and reduced-price lunch rates ranging from 38.74% to 54.29%.

Osage Middle School stands out as a consistently high-performing school, ranking in the top 15% of Missouri middle schools and maintaining a 4-star rating. The school's strong performance on MAP tests, particularly in mathematics, is noteworthy, with 63.7% of 7th graders scoring proficient or better compared to the state average of 40.6%. Osage High School also impresses with a 97.9% 4-year graduation rate, significantly higher than the state average.

While the School Of The Osage district has several strong-performing schools, it also faces challenges, such as a district-wide chronic absenteeism rate of 28.6%, which is higher than the state would like to see. This is an area that the district may want to focus on, as chronic absenteeism can have a significant impact on student learning and achievement.

District Detail

 1501 School Rd
Lake Ozark, MO 65049-9761

 (573) 365-4091

SchoolDigger Rank:
70th of 386 Missouri districts

See the 2024 Missouri District rankings!
Grades served: PK, KG-12
Students: 2,055

Primary Schools: 3
Middle Schools: 1
High Schools: 1
Alternative Schools: 0
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SchoolDigger data sources: National Center for Education Statistics, U.S. Department of Education, the U.S. Census Bureau and the Missouri Department of Elementary and Secondary Education.

IMPORTANT DISCLAIMERS: Not all boundaries are included. We make every effort to ensure that boundaries are up-to-date. But it's important to note that these are approximations and are for general informational purposes only. To verify legal descriptions of boundaries or school locations, contact your local tax assessor's office and/or school district.





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