The top reported proficiency rate is 57% in Science. The lowest is 28% in Social studies.
Original Research by School Decision on Cloverdale Middle School
Cloverdale Middle School serves students in grades five through eight as part of the Cloverdale Community Schools district. The school shares a single physical campus with Cloverdale Elementary and Cloverdale High School on East Logan Street, away from the Main Street commercial corridor. The town of Cloverdale is a small rural community situated between Indianapolis and Terre Haute, with easy interstate access at I-70 Exit 41. Housing values in the area are close to the statewide benchmark, and the town has a modest scale that families may find appealing if they want a compact, community-oriented setting.
The student body is predominantly white. A substantial share of students qualify for free or reduced-price lunch. The school does not report counts for students with disabilities or English learners in the available data, so a family with a child who needs those services would want to ask the school directly about the specific supports available.
On state assessments, the school’s performance is a central fact. In both math and English language arts, the share of students scoring proficient or above falls in what could be described as a lower range compared to the state overall. Science results are stronger, with a majority of the tested students reaching proficiency. Social studies results, which are only tested in grade five, show a lower proportion of students meeting the bar. Looking across all tested subjects and grades, the school’s overall proficiency sits in the bottom quartile among the districts in Putnam County. This pattern is straightforward: a parent considering the school should know that while some students perform well, the typical level of achievement on these tests is below the county midpoint.
Because the school serves only middle grades, there is no graduation rate to report, and chronic absenteeism data was not available in the provided materials. Course access information and discipline data were also absent. A parent might ask the school for details about available electives, enrichment programs, and what behavior and attendance patterns look like day to day. The district itself did not have any recent parent-relevant changes flagged in the available research.
The school’s location on a shared campus means students move through a single site from elementary through high school. The town is small, with a linear downtown along Main Street and a strong outdoor recreation draw from nearby Lieber State Recreation Area, which includes a lake, an aquatic center, and hiking. The Cloverdale Main Street Initiative works to grow arts and culture events. Major local employers include the school corporation, the county hospital, and a telecommunications cooperative. The town promotes itself to new residents and sees modest growth potential from its interstate location, but no major new housing developments were identified.
For a family reading this narrative, the picture is one of a rural, small-town school where academic test results are below the county norm, with science standing as a relative bright spot. The student population is economically diverse, with a high share of low-income households. The community is tight-knit, the campus is consolidated, and the setting offers outdoor amenities without a lot of urban bustle. A parent who values strong test outcomes as a primary signal may want to explore further with the school and district to understand what academic support and intervention the school provides. A parent who values a small-town environment where the school is a central part of community life may find this a natural fit.
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