The top reported proficiency rate is 33% in Social studies. The lowest is 26% in Math.
Original Research by School Decision on Otwell Miller Academy
Otwell Miller Academy is a small school district in Pike County, Indiana, serving kindergarten through fifth grade. It operates as a single elementary school and, according to publicly reported information, opened after the closure of a local elementary school. The district’s enrollment is small, with students in each grade from kindergarten through fifth grade. The student body is overwhelmingly white, with small numbers of Asian, Black, and Hispanic students represented. Data on how many students qualify for free or reduced-price meals was not available, nor was information on special education or English learner populations, so a parent may want to ask the school directly about these supports.
Because the district only serves elementary grades, there is no high school graduation rate to report, and the range of course offerings typical of secondary schools does not apply. State assessment results from Indiana’s ILEARN tests are available for math, English language arts, science, and social studies. In math, roughly a quarter of students scored at the proficient or above level. In English language arts, about three in ten students met that threshold. Science proficiency was similar, at around a quarter of the tested students, and social studies, tested only in fifth grade, saw about a third of students reach proficiency. These results are drawn from a relatively small testing cohort, which means year-to-year swings can be larger than in bigger districts. The school’s performance relative to other districts in Pike County cannot be determined, as the comparison set included only this district itself, so no broader local benchmark is available.
The district’s setting is rural, and the school operates as a charter school. No recent changes in curriculum, pedagogy, or funding were found in publicly available sources. The district does not appear to have conducted a referendum or made major property-tax or program shifts in recent years. For a family considering this school, the key points are a small, close-knit elementary setting with modest test scores across the board. Because the district ends at fifth grade, parents will need to plan for the transition to a middle school, likely in a neighboring district or another school of choice. The absence of economic context data, such as free-lunch share, makes it harder to gauge the level of poverty in the school community, though the demographic profile suggests limited racial diversity. A parent who values a very small school with a single-site, charter-based elementary program may find this a workable fit, particularly if the local alternative is a larger district. Those looking for robust enrichment programs or above-average state test results would want to investigate what the school offers beyond the core academic data reported here.
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