The top reported proficiency rate is 41% in Science. The lowest is 34% in English language arts.
Original Research by School Decision on Crestdale Elementary School
Crestdale Elementary School serves students in prekindergarten through grade four and is part of the Richmond Community Schools district in Wayne County, Indiana. The school sits in a residential area of Richmond, a city with a mix of historic downtown streets, college campuses, and neighborhoods that lean suburban in character. Richmond was once a manufacturing center, and while major factories have closed, the city remains a regional hub with four colleges and a hospital system among its current institutional employers. The housing market in the area is relatively affordable compared to state and national benchmarks.
Crestdale enrolls a student body that is predominantly white, with a substantial share of students who identify as two or more races, a smaller but notable number of Black students, and a modest Hispanic presence. More than half of the students qualify for free or reduced-price lunch, a measure that indicates a majority of families are navigating economic constraints. The school is a regular public school, not a charter or magnet, and serves a narrow grade band that ends at fourth grade, so families will need to plan for a transition to a different school for upper elementary grades.
On the statewide ILEARN assessments, Crestdale’s proficiency rates for its tested grades fall below the midpoint among districts in Wayne County when measured by an overall proficiency index. In math, roughly more than a third of students met the state’s proficiency bar. In English language arts, about a third of students reached the proficient level. In science, where the tested population is smaller because the subject is assessed in fewer grades, a somewhat larger share of students scored proficient. The participation rate on the assessments was high, which supports the reliability of the results. A parent considering this school will want to look into how the school supports students who are not yet meeting grade-level benchmarks and whether the school’s instruction targets the specific areas where performance is lower.
Because the school ends at grade four, there is no graduation rate to report, and data on chronic absenteeism and discipline were not available in the provided records. The district brief did not identify any recent major changes or initiatives that would reshape the school’s operations.
Crestdale Elementary offers a small, neighborhood-school scale within a district that has several elementary buildings. The academic profile shows a school where a substantial portion of students are still working toward grade-level proficiency, with stronger results in science than in reading or math. For a family that values a school close to home and is comfortable with a setting where a majority of students face economic disadvantage, Crestdale may be a reasonable fit, particularly if the family plans to be actively involved in supporting their child’s academic progress. The transition point after fourth grade is an important consideration that families should factor into their longer-term planning.
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