The top reported proficiency rate is 38% in Science. The lowest is 13% in Social studies.
Original Research by School Decision on Northeast North Elementary School
Northeast North Elementary School serves students from prekindergarten through sixth grade in Farmersburg, a small rural town in Sullivan County. The school is part of the Northeast School Corp district. Farmersburg is a quiet, primarily residential community situated within the Terre Haute metropolitan area, and it has seen a slight population decline in recent years. Civic life centers on a downtown municipal building that houses the town offices and the local public library. The town’s character is car-dependent, and the housing market is relatively affordable compared to state and national benchmarks, with home values that have recently slipped somewhat. No recent major developments or significant district-wide changes have been publicly reported.
The student body is small. The enrollment is composed overwhelmingly of white students, with a very small share of Hispanic students and an even smaller share of students identifying as two or more races. A substantial share of students qualify for free or reduced-price lunch, indicating that a significant portion of families have lower household incomes. The school serves a full elementary and middle-grade sequence, and because it does not serve high school grades, there is no graduation rate to report.
Academically, the core picture comes from Indiana’s ILEARN assessments, which are administered to students in grades three through eight. The overall proficiency rate across all tested subjects and grades places this school below the midpoint among the three districts in Sullivan County. In math and English language arts, proficiency rates were modest. In science, proficiency was notably higher than in the core subjects, though still below a majority of students reaching the proficient level. On the social studies assessment, administered to fifth graders, proficiency was very low. These scores suggest that a parent may want to look into this further with the school to understand the academic support and enrichment available, particularly in reading and math.
No data was available on the school’s staffing, including class sizes or teacher credentials. There is no reported information on chronic absenteeism, discipline, or course access beyond the core offerings. The school does not have a charter or magnet designation, and its Title I status was not provided. Because there is no data on extracurricular programs, special education services, or English learner supports, a parent with a child who needs specific accommodations or enrichment should contact the school directly to learn what is offered.
For a family considering this school, the takeaway is that it is a small, rural elementary school serving a predominantly white and lower-income population in a quiet, gradually shrinking town. Academic performance on state assessments is below the county average. The school’s size may offer familiarity and a close-knit atmosphere, but the lack of published data on staffing, programs, and special services means that a deeper inquiry with the school itself is essential to gauge whether it can meet a particular child’s needs.
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