The top reported proficiency rate is 52% in Math. The lowest is 36% in Science.
Original Research by School Decision on Oregon-davis Elementary School
Oregon-Davis Elementary School serves students from prekindergarten through sixth grade in the small rural town of Hamlet, Indiana. The school is part of the Oregon-Davis School Corporation, a three-district county system, and operates as a regular public school. The community it draws from is small and quiet. Hamlet itself has a declining population trend, with its downtown along South Starke Street offering a town hall, a public library branch, and a handful of local businesses. The surrounding area is agricultural, with a grain elevator on the rail line as a prominent commercial anchor. Travel to nearby towns such as Knox or Plymouth is typical for work and shopping. The elementary school sits on a campus that also houses the district’s junior and senior high school, separated from the town’s compact center.
The student body is predominantly white, with a small Hispanic population and a very small number of students identifying as two or more races. A substantial share of students qualify for free or reduced-price lunch, which reflects the area’s economic profile. The school serves a little over three hundred students, with enrollment spread fairly evenly across the elementary grades and a sizeable prekindergarten program. No data was reported for special education or English learner populations, so a family seeking information on those supports would want to ask the school directly.
On Indiana’s statewide assessments, the school’s performance tells a mixed story. In math, just over half of tested students scored at or above the proficient level, which placed the school’s overall proficiency index in the top quartile relative to other districts in Starke County. In English language arts, proficiency was lower, with somewhat fewer than half of students meeting the benchmark. Science results were below both math and ELA, with about a third of students reaching proficiency, though that assessment is only administered at certain grade levels. Social studies—tested at fifth grade only—showed a result comparable to math. The overall picture is one of a school with a notable strength in math and social studies relative to its county peers, while reading and science lag behind. A parent may want to ask what reading intervention or support programs the school offers.
The school’s academic offering does not extend to high school programming, so there are no advanced placement, dual-credit, or career pathway courses to evaluate here. Those opportunities would be available at the junior-senior high school that shares the campus. The district brief turned up no recent major changes or initiatives to report, so families will need to look to the school itself for a sense of its current direction.
For a family considering this school, the context matters. Hamlet is a place where home values are modest, well below national and state benchmarks. The housing market has seen appreciation, but the pace and scale are moderate. The town’s population has been stable to slightly declining, and no new development is evident. This is not a growth corridor. It is a rural, tight-knit community where the elementary school is a central institution. The academic profile is uneven: the school competes well in math and social studies among its small county cohort, but there is ground to make up in English and science. Families who value a small, rural school with a strong peer context in math may find this a good fit. Those concerned about literacy and science proficiency will want to dig deeper.
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