The top reported proficiency rate is 66% in Social studies. The lowest is 21% in Math.
Original Research by School Decision on Ohio County Middle School
Ohio County Middle School serves grades six through eight in Rising Sun, the small river town that is the county seat of Ohio County, Indiana. The school is part of the Rising Sun-Ohio County Community Schools district, the only school system in the county. Rising Sun itself is a compact community of modest size, with a historic downtown, a riverfront park, and the Rising Star Casino Resort as the dominant employer and economic anchor. The town’s population has been gradually declining over recent decades, and the estimated median household income sits below the national average. Housing values in the area are roughly in line with the state median, and the local unemployment rate has been stable near the national figure. The district brief turned up no recent major changes such as referendums or curriculum shifts, so the school operates in a stable, low-profile district environment.
Ohio County Middle School is a regular public school serving grades six through eight. Its enrollment is small, and the student body is predominantly white, with a modest share of students from other racial and ethnic backgrounds. Just under half of the students qualify for free or reduced-price lunch, a share that places the school in a middle range for economic need. Data on students with disabilities and English learners was not available in the source material, so a parent may want to ask the school directly about those supports.
On the Indiana ILEARN assessments, the school’s results present a mixed picture. In English language arts, roughly two out of every five students scored at the proficient level or above. In math, about one in five students reached that threshold. Science results were stronger, with just over half of tested students scoring proficient or above. Social studies data is from an older assessment year and a different test, so it is not directly comparable to current results. The math proficiency rate is a soft spot, and a parent may want to look into this further with the school to understand what interventions or supports are in place. The school’s participation rate on the assessments was high, which means the results reflect nearly the entire student body.
The school is the only middle school in the district, and the district itself is the only one in Ohio County, so there is no within-county comparison available for proficiency or other metrics. The school’s enrollment is small, with roughly similar numbers of students in each of the three middle grades. The student body is overwhelmingly white, with small numbers of students identifying as Hispanic, Black, Asian, or two or more races. Just under half of students qualify for free or reduced-price lunch, a marker of moderate economic need. Data on students with individualized education plans and English learners was not available in the source material.
The school is a regular public school, not a charter or magnet. It is not a Title I school, or that status was not reported. No information on discipline rates, chronic absenteeism, or staffing ratios was available in the data provided. The district brief found no recent major changes such as referendums, curriculum overhauls, or property tax shifts, so the school appears to operate in a stable district environment without significant recent disruption.
For a family considering this school, the picture is one of a small, traditional middle school in a quiet river town with a modest economic base. The academic results are mixed, with English language arts proficiency in the middle range and math proficiency notably lower. Science performance is a relative bright spot. The school serves a predominantly white student body with a moderate share of students from lower-income households. The town itself is compact, with a historic downtown and a casino-driven economy, and the district has not undergone any major publicly reported changes in recent years. A parent looking at this school will want to understand the math support structures in place and how the school addresses the gap between its math and English language arts outcomes.
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