The top reported proficiency rate is 64% in Social studies. The lowest is 32% in English language arts.
Original Research by School Decision on Daleville Jr-sr High School
Daleville Jr-Sr High School serves grades seven through twelve in the Daleville Community Schools district. The school is a regular public school, not a charter or magnet school. It sits on its own campus, on Bronco Drive, separated from the Main Street center of town. The town itself is a small, primarily residential place in the southwest corner of Delaware County, midway between Anderson and Muncie. The school campus and the downtown area are geographically distinct.
The student body is enrolled in grades seven through twelve, with the largest cohorts in the earlier grades. The school is overwhelmingly White in its racial and ethnic composition. Nearly half of students qualify for free or reduced-price lunch, a measure that indicates a substantial share of households with lower incomes. Data on students with individualized education programs and English learner status was not available in the data we worked from.
State assessment results for math and English language arts are available for grades seven and eight, the grade span that falls under Indiana’s ILEARN testing program. On the math assessment, just over three in ten students scored at the proficient level or above. In English language arts, a similar share of students reached that bar. These are the tested grade levels only. The school also serves high school grades, but state testing data for those grades, such as through the SAT or end-of-course assessments, was not provided. An older social studies result from a prior assessment and testing regime showed a higher level of student performance, but that data is from a different test and a different era of state accountability and should not be compared directly to current results.
When placed among other districts in Delaware County, the school lands above the midpoint for overall proficiency across the subjects and grades that are tested. This means that, within the county’s public school landscape, its tested performance sits modestly above the middle of the pack, though there is a range that extends higher.
A graduation rate was not available in the data. A parent looking for this information may want to follow up directly with the school or district.
The school offers no publicly reported program data in the materials we had, so we cannot speak to specific pathways such as Advanced Placement, dual credit, career and technical education, or other course offerings. Families interested in the range of academic options beyond the core curriculum should ask the school for that detail directly.
The housing market in the Daleville area shows a home value that sits close to the state average for Indiana and is lower than the national figure. Monthly mortgage costs on a typical home, after a standard down payment, run modestly above what rent would cost, a pattern that reflects a market where buying is not dramatically more expensive than renting. Rents themselves are a lighter share of a typical household’s income compared to national norms, suggesting that housing costs in the area are less burdensome for renters. The town has shown slow but steady population growth in recent years after a long period of little change.
No parent-relevant changes at the district level, such as boundary adjustments, school closures, or program overhauls, were found in the available research. That means the district appears to be operating on a stable footing in terms of its recent governance, though families may want to attend a school board meeting or check the district website for the most current updates.
This school fits a family looking for a small-town, single-building secondary school setting with a student body that is largely homogeneous in background. The academic performance on state tests places it at a point where some students are meeting benchmarks and some are not, and a parent who wants to understand the full range of high school readiness and college or career preparation should ask the school for the data that was not available here. The lack of detail on high school coursework offerings and graduation outcomes is a gap worth probing. The town is quiet and residential, with limited commercial activity, and most residents likely commute to nearby cities for work. The school campus is separate from the town’s small civic core, reinforcing a sense of a self-contained school community.
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