Ingram/pye Elementary School, Macon GA

Original Research by School Decision on Ingram/pye Elementary School

Ingram/Pye Elementary is a small elementary school in Macon serving pre-K through fifth grade, with an enrollment typical for the grade band. The student body is predominantly Black and reflects deep economic need, with a very substantial share of students qualifying for free or reduced-price lunch.

The school's academic performance is notably low across all tested subjects. In English language arts, overall proficiency sits in the single digits, with similar results in mathematics and science. Reading proficiency in particular—a foundational skill at the elementary level—is minimal. These are not competitive results within the county, where Ingram/Pye's overall proficiency index sits below the midpoint among Bibb County's districts. A parent considering this school should look closely at whether the academic supports and intervention systems are addressing these gaps, especially given the structured literacy and multi-tiered support framework that Bibb County's district strategic plan emphasizes.

The school sits in Macon, a mid-sized city undergoing downtown revitalization with a growing residential core along Cherry Street and expanding cultural and arts programming. The housing market is affordable relative to the Southeast; home values and rents in the school's zip code are modest, and purchase price-to-income ratios and rent burdens are manageable for households in the area. Macon's economy is anchored by healthcare, higher education, insurance, government, and logistics, with employers ranging from major healthcare systems to Mercer University to GEICO's regional headquarters.

The Bibb County district context is in flux. A capital ESPLOST passed in November 2025 and will fund building improvements, safety upgrades, and technology across the district. However, the district is also managing a structural budget challenge: it runs a deficit and has raised property taxes in back-to-back years, and elementary enrollment is uneven across the district, with several schools falling below the state funding threshold. The district is undertaking a rezoning process set to take effect in the 2026-2027 school year, which means attendance boundaries may change. This volatility makes it worth asking the district directly whether Ingram/Pye's boundaries or capacity are likely to shift. The district has adopted a districtwide structured literacy initiative and social-emotional learning framework, so families should ask how deeply these are being implemented at this particular school and what the reading support looks like in practice.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 311%

School 11% · District 27% · ▼ 16 pts below district

▼ 29 pts below state median · ▼ 17 pts below county median

Grade 416%

School 16% · District 28% · ▼ 12 pts below district

▼ 29 pts below state median · ▼ 9 pts below county median

Grade 513%

School 13% · District 23% · ▼ 10 pts below district

▼ 25 pts below state median · ▼ 10 pts below county median

English language arts

Grade 39%

School 9% · District 22% · ▼ 13 pts below district

▼ 21 pts below state median · ▼ 10 pts below county median

Grade 49%

School 9% · District 22% · ▼ 12 pts below district

▼ 25 pts below state median · ▼ 8 pts below county median

Grade 510%

School 10% · District 25% · ▼ 15 pts below district

▼ 29 pts below state median · ▼ 15 pts below county median

Science

Grade 58%

School 8% · District 32% · ▼ 24 pts below district

▼ 31 pts below state median · ▼ 24 pts below county median

Social studies

Grades 3-841%

School 41% · district not reported

▼ 42 pts below state median · ▼ 35 pts below county median

This schoolBibb County, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.