The top reported proficiency rate is 11% in English language arts. The lowest is 6% in Social studies.
Original Research by School Decision on Fairlawn Elementary School
Fairlawn Elementary School is a regular public school in Evansville, Indiana, serving students from pre-kindergarten through fifth grade. It is part of the Evansville Vanderburgh School Corp. The school sits in a residential area of a mid-sized city that functions as the regional commercial, medical, and cultural hub for the tri-state area of southwestern Indiana, southeastern Illinois, and northwestern Kentucky. Evansville’s economy is diversified, with manufacturing, healthcare, and retail as major sectors. The city’s population has been declining modestly, and the housing market in the school’s zip code reflects a lower-cost market, with typical home values and rents below state and national benchmarks.
Academically, Fairlawn’s state test results place it in a difficult position relative to other elementary schools in the district and county. On Indiana’s ILEARN assessments, the share of students scoring proficient or above was in the single digits or low double digits across every tested subject. Math proficiency was reported at about nine percent, English language arts at about eleven percent, science at roughly six percent, and social studies at about six percent. When compared to other schools in Vanderburgh County, Fairlawn’s overall proficiency index is below the midpoint of the county’s districts. The state testing data includes a full count of students tested and participation rates near 100 percent, so the results reflect nearly all enrolled students in tested grades. A parent considering Fairlawn should be aware that these are among the lowest proficiency rates in the county, and would likely want to speak with the school about specific instructional supports and interventions in place.
Enrollment is around the size expected for a neighborhood elementary school serving pre-K through fifth grade. The student body is racially and ethnically diverse. About half of students are white, with substantial shares of Black students, Hispanic students, and students identifying as two or more races. A large majority of students, roughly seven in ten, qualify for free or reduced-price lunch, indicating a high-poverty school community. This economic context is important for understanding the academic challenges the school faces, as schools serving high concentrations of poverty often contend with additional barriers to learning. Data on students with disabilities and English learners was not available in the provided records, so a parent may want to ask the school directly about the share of students receiving special education services or language support.
The school’s grade band means that graduation rate and chronic absenteeism metrics do not apply in the same way they would for a high school. No discipline, staffing, or course access data were provided, and the school does not appear to have publicly reported information on class sizes, teacher experience, or specific program offerings such as gifted education or magnet themes. The school is a regular, non-charter public school, and its Title I status was not explicitly stated in the available data, though the high share of low-income students strongly suggests it receives federal Title I funds.
For a family weighing Fairlawn, the picture is mixed. The school is located in a stable, lower-cost housing market within a regional city that offers a range of civic anchors, parks, and cultural amenities. The commute is likely compact, as the city has a relatively short mean travel time to work. The student body is economically diverse and racially varied, which can be a draw for families seeking a representative environment. However, the academic performance data is a significant concern. Proficiency rates are far below the county median, and the gap between Fairlawn and many neighboring schools is wide. Any parent considering this school would be wise to visit, ask about intervention programs, and understand how the school is working to support students who are not yet meeting state benchmarks. Without additional information on staffing ratios, curriculum, and enrichment opportunities, it is hard to get a full sense of the day-to-day academic experience beyond the basic test results.
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