The top reported proficiency rate is 12% in English language arts. The lowest is 0% in Math.
Original Research by School Decision on Eagle Park Community School
Eagle Park Community School is a special education school in Crown Point, Indiana, serving students from kindergarten through twelfth grade. It operates under the NW Indiana Special Education Coop, a cooperative that provides specialized programming across the region. The school’s designation as a special education school means it serves students whose individualized education plans require a setting beyond what a typical district school can offer. This context is essential to understanding everything about the school, from its enrollment size to its academic results.
The school is small, with an enrollment that reflects its specialized mission. Students come from a range of racial and ethnic backgrounds: the largest share is white, followed by black students, then Hispanic students. A substantial share of students qualify for free or reduced-price lunch, indicating that many families have lower household incomes. The student body includes a significant number of ungraded students, a pattern that often means the school serves students with varying needs across a wide age span, some of whom may be working toward goals that differ from a traditional grade-level progression.
Academic performance data from Indiana’s state assessments is available for math and English language arts, with results in science and social studies suppressed due to very small tested populations. On the math assessment, none of the tested students scored at the proficient level. On the English language arts assessment, a modest share reached proficiency. The participation rate was below typical levels, which is common in settings where students’ disabilities may mean they take alternate assessments or are not assessed in the standard format. Placed among districts in Lake County, the school’s overall proficiency index falls in the bottom quartile. A parent considering this school should understand that these results reflect a population with significant learning challenges, and the school’s purpose is not to produce typical test-score outcomes but to provide tailored instruction and support.
No graduation rate is reported, and the data does not explain why. Given the school’s type and grade span, it is likely that many students may not follow a traditional four-year graduation pathway, or the school may serve students up to age 22 under special education law, making a standard rate inapplicable. Similarly, no chronic absenteeism data is available. These gaps are typical for a special education school of this nature, but families should ask the school directly about its expectations for student progress and transition.
Crown Point, where the school is located, is a city of moderate size and steady population growth. Its downtown centers on a historic courthouse square with shops, restaurants, breweries, and seasonal festivals. Outside that core, the city is largely suburban and car-dependent. The school itself sits on a campus west of the downtown area. While Crown Point has a range of parks, trails, and recreational amenities, Eagle Park Community School serves a regional population, not just the local neighborhood, so families may come from multiple communities within the cooperative’s coverage area.
For a family evaluating Eagle Park Community School, the central factor is whether its specialized setting matches the student’s needs. The school is not designed to produce high proficiency rates or a typical graduation count; it exists to offer an alternative educational environment for students with disabilities. Families should expect to discuss the school’s curriculum, therapeutic supports, transition planning, and how it measures student growth beyond standardized tests. The available data shows a small student body with very low tested proficiency and a high share of economically disadvantaged students, all consistent with the school’s mission.
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