Prince Chapman Academy, Fort Wayne IN

Original Research by School Decision on Prince Chapman Academy

Prince Chapman Academy serves grades three through six in Fort Wayne, Indiana, as part of the East Allen County Schools district. The school is a regular public school, not a charter, and its enrollment is large for an upper-elementary and middle-grade building. A substantial share of the student body qualifies for free or reduced-price lunch, placing the school in a high-poverty context. Racially and ethnically, the student population is heavily Asian, making up roughly half of the enrollment, followed by Black students, Hispanic students, and a smaller share of white and multiracial students.

The school’s academic results on the state ILEARN assessments are low. In math, the share of students scoring proficient or above was below a fifth. In English language arts, it was just under a sixth. In science and social studies, the proficiency rates were even lower, with single-digit or low-teen shares of students meeting the bar. Compared to other districts in Allen County, Prince Chapman Academy’s combined performance across tested subjects sits below the midpoint of the comparison set. The overall picture is one of a school where a majority of students are not yet reaching grade-level standards in core subjects, a pattern that parents will want to look into further with the school to understand what interventions and supports are in place.

Because the school serves grades three through six only, it does not have a four-year graduation rate to report. The data also does not include information on chronic absenteeism, special education, or English learner populations, so it is not possible from this evidence to assess how the school supports students with disabilities or those learning English. Course access data and staffing ratios were not available, which limits the view into program breadth and class sizes.

Fort Wayne is Indiana’s second-largest city and the economic and cultural center of northeastern Indiana. It has a historic manufacturing base and sits at the confluence of three rivers. The city is experiencing notable growth, with a major downtown revitalization plan that includes riverfront parks, a renovated mixed-use district known as The Landing, and the redevelopment of the former General Electric campus into a mixed-use site called Electric Works. Outside the downtown core, the city is largely car-dependent and spread across a wide area. The housing market in the area around the school is moderately priced relative to the state and national benchmarks, with home values that have risen modestly in the recent period.

The school’s parent district, East Allen County Schools, did not provide a district brief in the available data, so it is not possible to report on any recent changes to curriculum, boundaries, or administrative priorities. Prince Chapman Academy is a school where academic proficiency is a clear challenge, and where the surrounding community is a large, growing Midwestern city with a mix of industrial heritage and ongoing redevelopment. Families considering this school will want to ask directly about academic support programs, especially in math and reading, and about how the school addresses the needs of a student body that is both economically disadvantaged and racially diverse.

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Academic performance

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

Math

Grades 3-818%

School 18% · District 36% · ▼ 18 pts below district

▼ 22 pts below state median · ▼ 14 pts below county median

English language arts

Grades 3-815%

School 15% · District 37% · ▼ 22 pts below district

▼ 22 pts below state median · ▼ 19 pts below county median

Science

Grades 3-811%

School 11% · District 33% · ▼ 21 pts below district

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

Social studies

Grade 59%

School 9% · District 30% · ▼ 20 pts below district

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

This schoolEast Allen County Schools, 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.

Proficiency by household income

English language arts

Grade 3Lower-income17%Higher-income12%5 pp gap

Grade 4Lower-income13%Higher-income12%1 pp gap

Grade 5Lower-income14%Higher-income16%2 pp gap

Grade 6Lower-income14%Higher-income24%10 pp gap

Mathematics

Grade 3Lower-income20%Higher-income24%4 pp gap

Grade 4Lower-income18%Higher-income21%3 pp gap

Grade 5Lower-income18%Higher-income9%9 pp gap

Grade 6Lower-income15%Higher-income26%12 pp gap