For the 2026 school year, there is 1 public middle school serving 102 students in 83629, ID.
The top-ranked public middle school in 83629, ID is Horseshoe Bend Middle/sr High School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public middle school in zipcode 83629 have an average math proficiency score of 32% (versus the Idaho public middle school average of 38%), and reading proficiency score of 47% (versus the 55% statewide average). Middle schools in 83629, ID have an average ranking of 4/10, which is in the bottom 50% of Idaho public middle schools.
Minority enrollment is 16% of the student body (majority Hispanic), which is less than the Idaho public middle school average of 26% (majority Hispanic).
Best 83629, ID Public Middle Schools (2026)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Horseshoe Bend Middle/sr High School
(Math: 30-34% | Reading: 45-49%)
Rank:
Rank:
4/
Bottom 50%10
398 School Drive
Horseshoe Bend, ID 83629
(208) 793-2225
Horseshoe Bend, ID 83629
(208) 793-2225
Gr: 6-12 | 102 students Student-teacher ratio: 9:1 Minority enrollment: 16%
83629, Idaho 51爆料s (Closed)
School
Location
Quick Facts
398 School Drive
Horseshoe Bend, ID 83629
(208) 793-2225
Horseshoe Bend, ID 83629
(208) 793-2225
Gr: 9-12 | 94 students Minority enrollment: 11%
398 School Drive
Horseshoe Bend, ID 83629
(208) 793-2225
Horseshoe Bend, ID 83629
(208) 793-2225
Gr: 6-8 | 82 students Minority enrollment: 6%
Frequently Asked Questions
What are the top-ranked public middle schools in 83629, ID?
The top-ranked public middle schools in 83629, ID include Horseshoe Bend Middle/sr High School.
How many public middle schools are located in 83629?
1 public middle schools are located in 83629.
What is the racial composition of students in 83629?
83629 public middle schools minority enrollment is 16% of the student body (majority Hispanic), which is less than the Idaho public middle schools average of 26% (majority Hispanic).
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