The top reported proficiency rate is 57% in Math. The lowest is 42% in Science.
Original Research by School Decision on Linton-stockton Elementary
Linton-Stockton Elementary serves students from pre-kindergarten through fifth grade in the small southwestern Indiana city of Linton. The school is part of the Linton-Stockton School Corporation and is one of the elementary buildings in a district that covers the town and the surrounding township.
The student body is predominantly white, reflecting the broader demographics of the area. A substantial share of students qualifies for free or reduced-price lunch, indicating that a meaningful portion of families in the attendance zone have lower household incomes. The enrollment is sizable for an elementary school spanning this grade range, and class sections appear to be multiple per grade level, which gives the school a scale that can support a wider range of activities and peer groupings than a very small elementary might.
On the 2024-25 Indiana ILEARN assessments, Linton-Stockton Elementary posted proficiency rates that place it in the top quartile among elementary schools in Greene County when looking across all tested grades and subjects. In math, a solid majority of students met or exceeded the state standard, a result that sits above the midpoint of what Greene County elementary schools typically record. In English language arts, just under half of students reached the proficient level, which is a softer result. Parents moving here who place a strong emphasis on reading and writing scores may want to discuss with the school how literacy is supported for students who are just below the bar. Science proficiency, tested in fourth grade, was a bit lower still, while social studies, tested only in fifth grade, came in a touch above the half mark. These results mix a clear strength in math with more variable performance in other subjects, and the overall pattern is one of a school that performs competitively within Greene County but has room for growth in several areas.
The community context is rooted in Linton, a compact city with a traditional downtown along Main Street. Linton originated as a coal mining town, and mining was the area’s primary employer into the 1980s. A General Electric factory operated here from mid-century until the mid-1980s before production was phased out. Current major employers are not clearly identified in publicly available materials. The city has a slow growth rate and a modest population. Linton’s housing values are below the national median, which reflects the local economy and the area’s distance from major metropolitan job centers. The median household income is lower than the national figure, and the poverty rate is higher. For a family moving to the area, housing is likely to be more affordable than in much of the country, but job opportunities within Linton itself may be limited.
Civic life in Linton has several anchors. The Linton Public Library is listed on the National Register of Historic Places, and the Carnegie Heritage and Arts Center occupies the historic former library building downtown. The city holds a large Independence Day parade that draws many attendees. South of town, the Goose Pond Fish and Wildlife Area supports hunting, fishing, and naturalist activities, and is celebrated by an annual festival. No public transit system was identified in available sources. The compact size of Linton means that the elementary school sits within or near the residential neighborhoods surrounding downtown, and most daily errands and school commutes would be short drives.
The district itself has not had any lasting, parent-relevant changes publicly reported in recent years. No boundary shifts, program closures, or major new initiatives were found in the web research. The school corporation appears stable in its structure, and the elementary school operates as a regular public school without charter or magnet status.
For a family considering Linton-Stockton Elementary, the picture is of a solid, middle-tier performing elementary in a small, slow-growing town with affordable housing and a modest economic base. The school’s math results are a genuine strength, while the literacy and science numbers are areas a parent would want to ask about. The student population is largely homogeneous, and the school serves a community where a significant share of families faces economic challenges. The setting is small-town Indiana, with a quiet pace, a historic downtown, and civic traditions that bring people together. This school fits a family that values a traditional elementary experience in a close-knit, low-cost community and is comfortable with a student body that does not reflect broader racial and economic diversity.
See more original research from School Decision →