The top reported proficiency rate is 55% in Math. The lowest is 41% in Social studies.
Original Research by School Decision on Amy Beverland Elementary
Amy Beverland Elementary is a regular public school in Indianapolis serving first through sixth grade, part of the MSD Lawrence Township district. It is a relatively large elementary school for its grade band, drawing from a stable residential area on the city’s northeast side. Parents and residents considering this school will find a mainstream academic environment with above-average results on state assessments and a student body that is economically and racially diverse.
On the most recent state testing, Amy Beverland’s students performed well relative to other schools in Marion County. Overall proficiency across math, English language arts, science, and social studies placed the school in the top quarter of the county’s elementary and middle schools. In math and ELA the proficiency rate was substantially above the county median, meaning a solid majority of students met or exceeded grade-level standards. Science and social studies results showed more room for growth, though they still sat above the typical county elementary school. Because the school serves only grades one through six, there is no graduation rate to consider, and the state tests cover grades three through six, so the reported numbers capture the full upper-elementary cohort. The school’s participation rate in testing was very high, which reinforces the reliability of those results.
The student body is made up of roughly equal shares of white and Black students, with a notable Hispanic population and a considerable number of students who identify as two or more races. Asian and Native American students each make up a very small fraction. About half the students qualify for free or reduced-price lunch, a share that places the school slightly above the national average for economic disadvantage but within the typical range for a large urban district. The school does not report the share of students with an Individualized Education Program or those who are English learners, so families with particular needs in those areas would want to ask the school directly about available supports.
The school is located in a part of Indianapolis that mixes residential subdivisions with some commercial corridors. Housing values in the zip code are higher than the state average and close to the national median, and rents have been rising moderately over the past year, reflecting broader trends in the Indianapolis market. The area is not in the downtown core; it is a more suburban-oriented part of the city. For a family moving to the area, the housing market is competitive but not as expensive as the most sought-after inner-ring suburbs. The commute to downtown Indianapolis is a reasonable drive on major roads.
Amy Beverland is a regular public school, not a charter or magnet. It has no special designation or alternative program model. The district, MSD Lawrence Township, did not have any major parent-relevant changes publicly reported in the recent period, and a search for district strategic priorities or facility updates turned up little of lasting impact. This suggests a period of stability, but families should check with the district for any upcoming boundary adjustments or program shifts, as those can affect elementary school assignments.
For a parent evaluating this school, the core takeaway is that it provides a solid academic foundation with proficiency rates that are clearly above the median for the county. The peer environment is economically diverse, with a racial composition that reflects Indianapolis more broadly. The school is large enough to offer a full range of elementary programming but not so large that it feels impersonal. Families who value strong state test results and a mainstream public school setting will find Amy Beverland a comfortable fit. Those who need specific support for special education or English language development should confirm availability directly, as that data was not reported here.
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