The top reported proficiency rate is 75% in Math. The lowest is 56% in Social studies.
Original Research by School Decision on Staunton Elementary School
Staunton Elementary serves kindergarten through fifth grade as a regular public school within Clay Community Schools, based in Brazil, Indiana. The school sits on a rural county road outside the town center, drawing from the surrounding countryside and the southern edge of Brazil, a small city that serves as the county seat of Clay County and lies within the Terre Haute metropolitan area. Brazil has a compact downtown built around the Clay County Courthouse, with a historic district and a public library, and its civic life follows the pattern of a small Midwestern county seat. The local economy has not seen large-scale development in recent years; the city government has focused on utility expansions to attract business, and a Main Street nonprofit has worked on downtown revitalization.
The school enrolls a moderate number of students for an elementary building, with each grade from kindergarten through fifth carrying roughly similar class sizes. The student body is overwhelmingly white, with very small numbers of Hispanic students and students of two or more races, and an even smaller number of Black students. About half of the students qualify for free or reduced-price lunch, indicating a substantial share of families with lower household incomes. Data on students with individualized education programs or English learner status was not reported.
State testing results from the ILEARN assessments show a school where academic performance is a clear strength. In math, a large majority of students scored at or above the proficient level. In English language arts, a solid majority also met proficiency. In science and social studies, which are tested only at certain grades, a majority of students reached proficiency as well, though at slightly lower rates than in math and ELA. Participation rates were very high, and the school had full participation in math and ELA testing. These results point to a school where foundational academic skills are being taught effectively across the core subjects.
Housing in the area is relatively affordable. Typical home values are well below the state average and even further below the national figure. The local housing market has seen modest appreciation. For families considering a move to the area, the cost of buying a home is lower than in many parts of Indiana, and rents are also affordable relative to income. The school itself is situated in a rural location, so families can expect a car-dependent setting with few walkable amenities nearby.
The school operates as a regular public elementary school with no charter or magnet designation, and Title I status was not reported. No information was available on staffing ratios, class sizes, or the range of programs offered beyond the core academic curriculum. The district brief was also absent, so there is no publicly reported context about recent changes or strategic priorities at the district level. A parent who wants details on enrichment offerings, special education staffing, or before- and after-school care would need to follow up directly with the school or district office.
Staunton Elementary is a straightforward choice for a family seeking a solid academic elementary school in a rural setting near a small county seat. The school delivers strong proficiency rates in math and English language arts, with slightly softer but still majority-proficient results in science and social studies. The student population is homogeneous, and the economic profile of the community leans toward moderate income with a notable share of lower-income families. Housing is affordable, and the school’s size is manageable. For families who value consistent academic outcomes and a traditional elementary experience, this school fits well. Those looking for demographic diversity, a wide array of specialized programs, or a vibrant walkable downtown school environment would need to look elsewhere or ask further questions.
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