The top reported proficiency rate is 16% in English language arts. The lowest is 11% in Math.
Original Research by School Decision on Avondale Meadows Middle School
Avondale Meadows Middle School serves students in grades five through eight and is a single charter school in Indianapolis, not a traditional school district. It is a small school, with enrollment running across those four grade levels. The student body is overwhelmingly Black, representing the vast majority of students, and there is a small Hispanic population as well as a small share of students who identify as two or more races; the school reports no white students and no Asian students. Data on students who qualify for free or reduced-price lunch, students with disabilities, and English learners were not available in the source material.
On the ILEARN state assessments, proficiency rates were low across all tested subjects. In math, roughly one in ten students scored at or above the proficient level. In English language arts, the share was about one in six. In science and social studies, the rates were similar, with around one in seven students reaching proficiency. When placed alongside the other districts in Marion County, Avondale Meadows Middle School’s overall proficiency index sits below the midpoint of the group. That means most districts in the county had higher average proficiency across subjects and grades than this school.
The school does better on at least one measure of school environment. Its chronic absenteeism rate lands in the top quartile among the county’s districts, so a lower share of students are missing a lot of school compared to many other districts in the county. Per-pupil current spending falls in the middle range, on the lower half of the county’s districts.
Because this entity is a single charter school serving only middle grades, there is no high school graduation rate to report. There is also no state testing data for earlier grades, which is appropriate for a school that starts at fifth grade.
Publicly reported information about recent changes or strategic priorities at the school was minimal in available sources, so that context is left out rather than guessed. The school’s website and any specific program offerings beyond the state test data were also absent from the material provided.
For a parent or resident considering this school, the academic picture is one of low overall proficiency on state assessments, and a family may want to ask the school directly about its curriculum, instruction, and any academic supports in place. The student body is small and predominantly Black, and the school appears to have a better-than-average record on chronic absenteeism relative to other county districts. This is a charter school, so it operates outside the traditional district structure of Indianapolis Public Schools, and families would need to inquire about enrollment procedures, transportation, and any particular academic or enrichment focus the school offers.
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