The top reported proficiency rate is 36% in Social studies. The lowest is 22% in English language arts.
Original Research by School Decision on Ace Preparatory Academy
ACE Preparatory Academy is a public charter school in Indianapolis serving kindergarten through fifth grade. It is located on the near-east side of the city in a mixed residential and commercial area. The school is part of a small charter network that bears its own name; effectively, the school and its authorizing district are the same entity, which is a common arrangement for single-site charter operators.
The student body is small. The enrollment is drawn overwhelmingly from families who live nearby. Racially, the school is predominantly Black, with a smaller share of students who identify as Hispanic and a modest proportion who identify as two or more races. A large majority of students qualify for free or reduced-price lunch, indicating that the school serves a population with significant economic need. Data on the share of students with disabilities and English learners was not available, so families who need information about special education or language support programs should check directly with the school.
On the Indiana ILEARN assessments, proficiency rates in math and English language arts are modest. About a fifth of tested students scored at the proficient level or above in each subject. Science and social studies results are somewhat higher, though still below a majority passing. Participation rates in the tested subjects were complete for math and ELA; for science and social studies, participation data was missing, so that part of the picture is incomplete.
A broader comparison places the school’s overall proficiency—the average rate across all tested subjects and grades—in the top quarter of Marion County school districts. That may seem surprising given the individual subject rates, but it reflects the fact that many other schools in the county have even lower results. A parent looking at this school should weigh the absolute proficiency levels against the countywide context and consider what kind of academic support their child might need.
Housing in the school’s ZIP code is moderately above the Indiana median home value and slightly below the national median. Rents follow a similar pattern. The broader Indianapolis housing market has seen steady appreciation, and the neighborhood around Hillside Avenue has a mix of older single-family homes and some newer infill development.
The school itself is in the middle of a planned expansion. It is adding a grade each year with the goal of becoming a full kindergarten through eighth-grade program. For the current school year, it enrolls through sixth grade. That means families who enroll a younger child now can expect a growing school that will eventually offer middle grades within the same charter. This is a lasting structural change that affects long-term schooling decisions: a parent who values continuity may find the expansion appealing, while a family that prefers a dedicated middle-school environment might need to consider what happens after fifth grade during the transition period.
There is no test data for middle grades yet, and no information about the school’s disciplinary environment, staffing ratios, or attendance patterns was available. The school website notes that its mission centers on college preparation, but the data provided does not include details about specific programs, extracurriculars, or after-care.
Overall, ACE Preparatory Academy is a small, high-poverty charter elementary school that produces proficiency rates below state averages but above the median for its county when averaged across subjects. Its ongoing expansion into a K-8 school is the most notable change on the horizon. The school may fit families who want a neighborhood charter with a growing program and who are comfortable with modest test results in the context of an urban district where many schools face similar challenges. A family with specific academic or support needs should probe further, especially regarding the services for students with disabilities and English learners, and should ask how the school plans to staff and program its new middle grades.
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