The top reported proficiency rate is 35% in Math. The lowest is 12% in Social studies.
Original Research by School Decision on South Crawford Elementary School
South Crawford Elementary School is a regular public school in Leavenworth, Indiana, serving prekindergarten through fifth grade. It operates as part of the Crawford County Community School Corporation, the sole school district in the county. The school is located along State Road 62 in a rural stretch of southern Indiana near the Ohio River.
Leavenworth is a very small town that has experienced long-term population decline. It was entirely relocated to a bluff above the Ohio River after a devastating flood generations ago. The town’s housing stock is modest, with home values well below national and state benchmarks. The area’s economic base, once built around river commerce, button manufacturing, and lime quarries, is now thin, and local residents have a relatively low median household income. The population is notably older, with a sizable share of residents aged sixty-five or older. This is a quiet, isolated community with minimal commercial activity or street life.
The elementary school itself is small. Its student body is nearly entirely white, with a very small number of Hispanic students. A substantial share of students qualify for free or reduced-price lunch, reflecting the area’s modest economic circumstances. No information about the share of students with individualized education programs or English learners was available, nor was data on chronic absenteeism, discipline, or staffing ratios.
On the state’s ILEARN assessments, the school’s results show that the majority of students did not reach the proficiency threshold in core subjects. In mathematics, about one in three students met the standard. In English language arts, the figure was roughly one in four. Science results were similar to math, with about three in ten proficient. Social studies, which is tested only in fifth grade, showed a very low proficiency rate. A parent may want to discuss with the school what academic supports are in place, particularly in literacy and social studies, and how the school addresses skill gaps in the early grades. Participation rates for the tests were high for math and reading; for science and social studies the participation data was missing, so it is unclear whether all eligible students were tested.
The district is expanding Advanced Placement and dual credit offerings at the high school level, supported by a state grant. That curriculum change does not directly affect elementary students, but it may indicate a broader district commitment to increasing academic opportunity, and families who plan to stay in the district through high school may find that relevant.
No information was available about before- or after-school programs, specials, or extracurriculars at the elementary level. The school’s website was listed but the data provided did not include details on arts, music, physical education, or tutoring.
For a family considering this school, the primary takeaway is a small, rural elementary in a shrinking town with a high-poverty student population and academic performance that leaves room for improvement. The school is likely the only elementary option in the eastern part of the county, and the community is tight-knit but isolated. Parents who value small class sizes and a familiar environment may find it a comfortable fit, but those seeking strong academic outcomes or enrichment programs may want to investigate further with the school directly.
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