The top reported proficiency rate is 41% in Social studies. The lowest is 14% in Math.
Original Research by School Decision on Austin Middle School
Austin Middle School serves grades six through eight as a regular public school in Scott County School District 1, located in the small city of Austin, Indiana. The school is the only public middle school option for the community, drawing from a town that has seen its population gradually decline over recent decades. Austin describes itself as both a bedroom community and a town with a manufacturing base, anchored by Morgan Foods, a century-old canning company, and a Pepsi Americas plant. Families considering the area will find a housing market where home values are well below national averages, making the community a relatively affordable entry point in the region.
The student body is overwhelmingly white, with a very small share of Hispanic students and even smaller numbers from other racial backgrounds. Close to half of the students come from households that qualify for free or reduced-price lunch, placing the school at a moderate level of economic need. The school appears to have a consistent enrollment across the three middle grades, with roughly similar class sizes in each. Data on students with disabilities and English learners was not available in the records we reviewed, so a parent may want to ask the school directly about those support services and how they are staffed.
On state assessments, Austin Middle School’s academic results are below what many families would hope for. In math, just over one student in seven scored at the proficient level. In English language arts, roughly one in four students met the proficiency bar. In science, about three in ten students were proficient, based on a smaller testing cohort. When compared to other school districts within Scott County using an overall proficiency index, the school sits above the midpoint in its county, which includes only two districts. That county-level context means it outperforms the other district but still operates at a level that many families would want to investigate further, especially regarding how the school supports students who are not yet proficient.
No four-year graduation rate is reported for Austin Middle School because it is a middle school serving only grades six through eight, and that metric applies only to high schools. Similarly, data on chronic absenteeism was not available. The school’s participation rates on state tests were strong, with nearly every enrolled student taking the assessments, so the results reflect the full student population rather than a selective group.
Program offerings and course access data were not provided, so it is unclear what electives, advanced coursework, or enrichment activities are available to students at the middle level. A parent interested in things like music, arts, career exploration, or any accelerated academic tracks would want to contact the school directly to understand what is offered. The district itself, Scott County School District 1, has not recently undergone major parent-relevant changes such as boundary adjustments, curriculum overhauls, or facility referendums, based on what we could find.
The community setting is small, with a downtown shaped by its railroad and highway history. The school is located on the main highway through town. There is no detailed information on walkability or public transit, and the town is car-dependent by nature. Austin is roughly a thirty-five-minute drive from Louisville, which some families may consider for employment, shopping, or cultural activities.
Overall, Austin Middle School presents as a school where affordability of housing and a small-town environment are the primary draws. Academically, the proficiency rates are low in comparison to state averages, and the school’s position above the midpoint within its two-district county does not change that reality. A family moving into the area with concerns about academic performance will want to have a conversation with the principal about what supports are in place, whether there are intervention programs for students below grade level, and what the school’s trajectory has been in recent years. The data available leaves those questions unanswered.
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