The top reported proficiency rate is 16% in English language arts. The lowest is 0% in Math.
Original Research by School Decision on Charles a Tindley Accelerated Sch
Charles A Tindley Accelerated School is a single-school district in Indianapolis, serving kindergarten through twelfth grade under a charter-style governance structure. The school does not serve the full K–6 grade band; enrollment begins at seventh grade, with around a hundred and fifty students in the middle-school grades and a comparable split across the four high-school grades, totaling a small student body for a combined entity. The student population is predominantly African American, with a smaller share of Hispanic students and a very small number of white students and students of two or more races. No data was provided for free-or-reduced-price lunch eligibility, special-education status, or English-learner designation, so a reader cannot determine the share of students from low-income households or those receiving specialized support from this source alone.
On the most recent state assessments for grades three through eight, all tested students in math performed below the state’s proficiency threshold. In English language arts, about one in six students scored at proficient or above. The overall proficiency index, combining math and ELA, places the district in the bottom quartile among Marion County’s districts. The school does not have state assessment data for high school grades in this report, so a parent considering the upper grades would want to ask the school directly about high-school accountability measures. A graduation rate was also absent from the data; since the school does serve twelfth grade, this is a gap worth pursuing with the administration.
Chronic absenteeism affects more than half of the students, a rate that sits below the midpoint relative to other districts in the county. Per-pupil current spending falls in the upper range among Marion County districts, a notable fact given that higher expenditure does not in this case correspond to above-average proficiency. A parent may wish to ask how those funds are allocated and what interventions or programs are in place for students who are academically behind.
The school itself operates from a single location; the district contains no other schools. No information was available about course offerings, Advanced Placement or dual-credit options, career pathways, or extracurricular programs. For a family weighing this school, that absence of program detail is a significant gap. A parent would need to contact the school directly to learn about the academic pathway for high school students, college readiness support, and any specialized curricula.
The surrounding community context was not provided, and no recent parent-relevant changes—such as leadership turnover, facility issues, or boundary or program shifts—were found in publicly reported sources. The school appears to be a stable institution from that limited vantage point. Because the district’s data is thin in several respects, the strongest takeaway is that this is a small, majority-Black charter school in Indianapolis where elementary grades are not served, academic proficiency on state tests is low in the tested middle-school grades, chronic absenteeism is high, and per-pupil spending is comparatively high. A family considering this school will want to visit, observe classes, and get direct answers about high-school outcomes, attendance interventions, and how the school supports students who arrive below grade level.
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