The top reported proficiency rate is 73% in Math. The lowest is 52% in English language arts.
Original Research by School Decision on Porter Lakes Elementary School
Porter Lakes Elementary School is a regular public school serving prekindergarten through third grade in Hebron, Indiana, part of the Porter Township School Corporation. Because it covers only the earliest grades, the school has no graduation rate to report and no state testing data for grades beyond third, which is typical for an elementary building with this grade span. The school sits in a small town with a mix of residential and light commercial or industrial character. Hebron’s largest employment sectors are manufacturing, construction, and health care and social assistance, and the town has grown slowly but steadily over recent decades. The median property value in the area is well above the statewide benchmark, and estimated monthly mortgage costs and rents suggest a moderately priced housing market relative to national averages. The town’s historic crossroads, once called “The Corners,” anchors the civic and commercial life, and the public library branch and local history museum are notable community assets.
State assessment results are available only for grade three, the one tested grade in the building. In math, a strong majority of third graders scored at the proficient or above level on the ILEARN assessment, with a participation rate that covered all enrolled students. In English language arts, roughly half of third graders met the proficient or above threshold. The overall proficiency index across tested subjects, which combines math and ELA results, lands in the top quartile among districts in Porter County, putting the school above the midpoint of the county’s districts. This means that within the local context, academic performance on state tests is comparatively strong, particularly in math at third grade. The school does not have multi-year trend data available, so a reader cannot see whether performance is improving or declining from year to year.
The student body totals several hundred children, with enrollment distributed fairly evenly across prekindergarten through third grade. The school is predominantly white, with a notable Hispanic share and small numbers of Asian, Black, Native Hawaiian or Pacific Islander, and multiracial students. About a third of students qualify for free or reduced-price lunch, a common indicator of economic need. The school does not report counts or rates for students with individualized education programs or for English learners, which is a gap a parent may want to explore directly with the school to understand how special populations are served.
Porter Lakes Elementary is not a charter or magnet school. There is no data on whether it receives Title I funding, nor does the available information include discipline rates, attendance figures, or staffing ratios. Programs such as enrichment, art, music, physical education, or before- and after-school offerings are not listed in the data provided. For a school serving the earliest grades, these are common areas of interest for families, and their absence from the record is a gap rather than a negative signal, but a parent may wish to ask the school directly about these supports.
The district itself, Porter Township School Corporation, appears to have no parent-relevant changes publicly reported in recent years. The district’s other schools include Hebron Middle School and Hebron High School, so families at Porter Lakes will typically move on to those buildings after third grade. The campus is located on a road southwest of Hebron’s center, and given the town’s car-dependent layout, most families drive to school.
For a family considering this school, the picture is one of a mid-sized primary building in a stable, slowly growing small town, with strong math performance at third grade and ELA performance that is solid but less pronounced. The student body is economically mixed but leans majority white with a sizable Hispanic population. The lack of data on special education and English learner populations, and the absence of program and staffing details, leaves some unanswered questions that would matter to families with children who have specific learning needs or who are looking for particular enrichment opportunities. The housing market is moderate relative to the national picture, and the town’s industrial and construction job base gives the community a working-to-middle-income feel.
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