The top reported proficiency rate is 12% in Science. The lowest is 2% in Social studies.
Original Research by School Decision on Anderson Preparatory Academy
Anderson Preparatory Academy is a single-school district in Madison County, Indiana, serving kindergarten through twelfth grade. The school operates as its own district, a structure that sets it apart from the larger traditional districts in the area. With an enrollment that is modest for a K-12 entity, the student body reflects a mix of backgrounds: the largest share of students are White, followed by Black students, Hispanic students, and students who identify as two or more races.
State testing results for grades three through eight, from Indiana’s ILEARN assessments, show a pattern that requires straightforward attention. In mathematics, the share of students scoring proficient or above is low. In English language arts, the figure is similarly modest. Science results for those middle grades also come in at a low level. Social studies, tested only in fifth grade, shows a very small proportion of students meeting the bar. Across all tested subjects and grades, overall proficiency places the school in the bottom quarter among Madison County’s districts. A parent considering this school will want to understand these outcomes clearly and discuss with the school what academic supports and interventions are in place.
Chronic absenteeism, which measures the share of students missing a substantial number of school days, is above the midpoint among the county’s districts. This is a marker that often accompanies schools serving a student body that may face significant challenges outside the classroom. Without data on the share of students who qualify for free or reduced-price meals, or on the number of students receiving special education services or English learner supports, it is hard to fully gauge the level of need. Those are gaps a parent may want to explore directly.
Per-pupil spending at Anderson Preparatory Academy falls in the middle range among county districts, slightly above the median. That suggests the school has a resource level that is typical for the area, not notably high or low.
A key piece of information that is missing is the school’s four-year graduation rate. Because the district serves high school grades, this metric would normally be reported. Its absence means that an important signal about whether students are completing high school on time is not available here. A family should ask the school for its graduation rate directly.
The district brief turned up no recent changes that meet the bar for substantial parent-relevant news—no boundary shifts, no new leadership, no major program launches or cuts that have been publicly reported in a lasting way. That does not mean nothing is happening, only that nothing surfaced in the search.
For a family weighing Anderson Preparatory Academy, the picture is one of a small, single-site district where academic proficiency rates are well below the county average, chronic absenteeism is a known concern, and key data points like economic disadvantage and graduation rate are not available in the state’s public reporting. The school has a diverse student body and a per-pupil spending level that is in line with peers. A parent would be best served by a direct conversation with the school about how it addresses learning gaps, what supports exist for students who are behind, and what the actual on-time graduation outcome looks like. The school’s size and district status may offer a close-knit environment, but the academic and attendance numbers present real challenges that warrant a thorough inquiry.
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