The top reported proficiency rate is 7% in Math. The lowest is 0% in Social studies.
Original Research by School Decision on Robert Lee Frost School 106
Robert Lee Frost School 106 serves students from pre-kindergarten through sixth grade as a regular public school within Indianapolis Public Schools. It is located in the northeast section of the city, in the 46226 zip code. The school is one of many elementary options families can consider through IPS’s zone-based enrollment system, which allows applicants to choose from multiple schools and educational models across the district rather than being assigned solely by neighborhood.
The student body is predominantly Black, with a substantial share of Hispanic students, a small number of white students, and a very small number of Asian students and students of two or more races. More than half of the students qualify for free or reduced-price lunch, a rate that places the school in a high-poverty context. The enrollment is small for a school covering these grade levels, with roughly balanced class sizes from kindergarten through sixth grade and a small pre-kindergarten program.
State testing results from the 2024-25 school year paint a clear picture of academic challenge. Across the ILEARN assessments for grades three through eight, the share of students scoring proficient or above was very low in math and in English language arts, and even lower in science and social studies. When compared with the overall proficiency rates of other schools in Marion County, Frost School 106 sits in the bottom quartile among those that had reported results. The school had full participation in math and English testing, so the numbers reflect nearly the entire student population in tested grades, not a selective subset.
What the testing data does not show, and a parent may want to explore further with the school, is how those scores relate to the particular students arriving each year. The school does not have reported figures on the share of students with disabilities or those classified as English learners. If either population is large, that could shift how one interprets the proficiency results. No chronic absenteeism rate is available in the data, nor is there information on discipline rates or course access, so it is not possible to say whether the school has patterns of high or low attendance or exclusionary discipline. The school is not a charter school and does not have a publicly reported magnet status.
Housing in the school’s zip code is more affordable than the state median home value. Typical home values and rents are at the lower end of the Indianapolis market. The mortgage-rate environment at the time of this data was moderate, and the national unemployment rate was low, but these national figures do not tell a parent what the local job market looks like for this specific part of the city.
The district context matters here. Indianapolis Public Schools has been losing enrollment overall, a trend with implications for funding and programming across its schools. The district operates an Innovation Network, where some schools are run by external operators while remaining part of IPS. Frost School 106 is not designated as an Innovation school in the available data, which means it operates as a traditional district-run school. Parents considering this school should know that the district’s zone enrollment system means they are not locked into a single option; they can apply to other IPS schools as well, including magnet and specialty programs that may have different academic profiles.
This is a school where the academic attainment numbers are well below the averages of the county and the state. A family choosing Frost School 106 would be selecting a school with a high-need student population and a heavy lift on instruction. The question a parent would need to answer is not whether the current test scores are low, but whether the school is working on that gap in a way the parent finds credible and whether the school’s environment feels supportive for their child. That judgment requires a visit, a conversation with teachers or the principal, and a look at whatever improvement plans the school has in place. The data alone cannot answer it.
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