The top reported proficiency rate is 76% in Social studies. The lowest is 37% in English language arts.
Original Research by School Decision on Mt Vernon Middle School
Mt Vernon Middle School serves grades six through eight in Fortville, a small town in the northwest corner of Hancock County, roughly a twenty-five-mile drive northeast of downtown Indianapolis. The school is part of the Mt Vernon Community School Corporation, which serves the broader area with three elementary schools, this middle school, and one high school, all on separate campuses rather than in the downtown core. Fortville itself has a compact historic downtown along Main Street that includes restaurants, shops, a library, and parks, and it has experienced steady suburban growth in recent years. Housing values in the area are above the national benchmark, reflecting the residential demand that comes with being part of the Indianapolis metropolitan area. The school is classified as a regular public school and is not a charter or magnet.
Enrollment at Mt Vernon Middle School is large for a standalone middle school serving three grades. The student body is predominantly white, with Black students making up a substantial share and smaller shares of students who are Hispanic, Asian, or of two or more races. About a third of students qualify for free or reduced-price lunch, a metric often used as a proxy for economic need. Data on students with disabilities and English learners was not available in the provided materials, so a parent may want to ask the school directly about those programs and supports.
On the Indiana ILEARN assessments, which cover grades three through eight, the school’s proficiency rates show a mixed picture. In math, a share of students scored at the proficient or above level that puts the school above the midpoint among districts in Hancock County, and overall proficiency across tested subjects and grades places the school in the top quartile relative to other districts in the county. On the science assessment, which is administered to a smaller grade band within the school, a similar share of students met the proficient mark. English language arts proficiency was lower than in math or science, a pattern that a parent may want to explore further with the school to understand what literacy supports are in place. Social studies testing data is from several years ago and used a different state assessment, so it is not directly comparable to current results. Participation rates on the assessments were very high, which means the results are a reliable picture of the whole student body.
Because this is a middle school serving grades six through eight, there is no graduation rate to report. The school does not offer high school courses, so there is no data on AP, dual-credit, or career pathways at this level. The district brief turned up no recent major changes in curriculum, facilities, or policy that would affect a family’s decision in the near term.
For a family considering this school, the academic picture is one where math and science outcomes are relatively strong compared to other districts in the county, while English language arts is an area where the school appears to have room to grow. The setting is a growing suburban town with a defined downtown and access to the Indianapolis metro, and the school itself is large for its grade band, which may appeal to families who want a wider social environment and more elective options than a smaller school might offer. The lack of publicly available data on special education and English learner populations is a gap that families with children in those categories should address directly with the school.
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