The top reported proficiency rate is 66% in Social studies. The lowest is 42% in English language arts.
Original Research by School Decision on Acton Elementary School
Acton Elementary School is a regular K-3 public school in Indianapolis that serves the Franklin Township Community School Corporation. Because the school covers only the earliest elementary grades—kindergarten through third grade—some typical measures parents might look for are simply not in the picture. There is no graduation rate, no advanced course offerings, and no secondary-level outcomes. The school exists to build a foundation in reading, writing, and math before students move on to upper elementary grades within the district.
The school’s student body is predominantly white, with a substantial Asian enrollment as well as Black and multiracial students, and a smaller Hispanic share. Roughly half of the students qualify for free or reduced-price lunch, a figure that signals a middle-income mix with a meaningful share of families who could use economic support. The school is large enough for its grade band to have multiple sections per grade, which gives teachers some ability to group students by academic need.
Test results come from the state ILEARN assessments, which are administered starting in third grade. On the 2024-25 math assessment, Acton’s third graders turned in a proficiency rate that landed in the top quartile among Marion County districts. A strong share of students met the state’s bar for grade-level math, and the school’s overall proficiency index across tested subjects was also in that top quarter of the county. On the English language arts test that same year, a little over two-fifths of third graders were proficient. That is a noticeable gap between math and reading performance, and a parent may want to ask the school how it supports early literacy for students who are not yet at the proficient mark.
Older science and social studies results from 2018-19 are present in the data, but those scores predate the pandemic and come from a different assessment version, so they do not give a reliable read on current instruction. The most relevant academic picture is the math and ELA snapshot from last year—strong in math, more mixed in reading.
The school itself sits in a ZIP code where home values are notably higher than both the national median and the state median, putting Acton Elementary in a relatively more expensive pocket of the Indianapolis market. Rents are also above the national average. For a family considering the area, the housing cost will be a significant factor. The property values in this ZIP have seen modest year-over-year appreciation.
Franklin Township Community School Corporation, the district that operates Acton, did not surface any recent parent-relevant changes from the search performed. That may be a neutral sign—no disruption, no major policy shift—or it may mean that budget items or curriculum updates were simply not captured in the available public record. A parent who wants to understand the district’s direction would need to check the board meeting minutes or talk directly to the school administration.
There is no data on chronic absenteeism, staffing ratios, discipline rates, or special education numbers for Acton. Those are common areas of concern for a primary-grade school, and their absence means a family cannot judge, from this set of information, whether the school has high teacher turnover or how frequently young students miss class. The district does not publish program offerings at this school in the available data. Acton Elementary does not have a charter or magnet designation; it operates as a standard neighborhood school.
For a family looking at Acton, the main academic evidence points to a school whose third graders perform better in math than in reading, with math outcomes among the strongest in Marion County. The elementary-only span means the school focuses on the basics. The housing market in the surrounding area carries a premium that may shape who can live in the attendance zone. The missing slices of data—chronic absenteeism, special education, class size—are the ones a parent would want to fill in through a school visit.
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