The top reported proficiency rate is 13% in Science. The lowest is 5% in Social studies.
Original Research by School Decision on Tindley Summit Academy
Tindley Summit Academy operates as a single-school district in Marion County, serving kindergarten through sixth grade. With a total enrollment that is small for a district of this type, the student body is concentrated in the youngest grades, a pattern that could suggest families entering the school in kindergarten and then leaving before middle school. The grade-by-grade counts taper steadily from kindergarten through sixth grade, which a parent may want to explore further with the school to understand retention. The student population is predominantly Black, with a smaller share of Hispanic students and very small numbers from other racial groups. Data on free or reduced-price meal eligibility, special education, and English learner status were not available in the sources examined, so a fuller picture of economic and learning support needs is not possible from this profile alone.
State assessment results for the 2024-25 school year show that tested students across grades three through six performed at low proficiency rates in every subject. In math and English language arts, the proportion of students scoring at or above the state’s proficient level was in the low double digits. Science proficiency was slightly higher but still low, and social studies, tested only at grade five, had only a tiny fraction of students meeting the bar. When placed among Marion County’s districts, the district’s overall proficiency index falls in the bottom quartile, meaning the great majority of other districts in the county had higher combined proficiency across subjects and grades.
Chronic absenteeism, a measure that matters for consistent learning, is recorded at a rate that places Tindley Summit Academy in the bottom quartile among county districts as well, where a lower rate is the desired direction. That rate is high, and it stands as a signal that a significant share of students are missing enough school to affect their academic progress. A parent considering this district should ask about attendance supports and what the school does to address this challenge.
Per-pupil current spending is in the middle range among Marion County’s districts, falling slightly below the midpoint. That positions the school with resources that are neither notably low nor notably generous compared with nearby peers. No graduation rate is reported because the district does not serve high school grades. No course access or staffing data beyond what is described here was available in the sources.
A search for recent district-level changes or strategic initiatives turned up only basic profile and enrollment information, with nothing of measurable impact for parents to weigh. The district appears to be a small, early-grades-focused school that faces significant academic and attendance headwinds relative to others in its county. Without data on special populations, it is hard to assess what specific supports might be in place for students who need extra help. A family looking closely at this school would benefit from direct conversations with the school’s leadership about academic interventions, attendance strategies, and what the pathway looks like for students after sixth grade, since the district ends there.
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