The top reported proficiency rate is 48% in Math. The lowest is 44% in Science.
Original Research by School Decision on Johnson Elementary School
Johnson Elementary School in Scottsburg, Indiana, serves students from pre-kindergarten through fifth grade as a regular public school within Scott County School District 2. The school is located on State Road 256, outside the town's downtown core. Scottsburg itself is a small county seat roughly north of Louisville, Kentucky, and the school draws from the surrounding residential and rural areas that typify this part of Scott County.
The student body at Johnson Elementary is small for its grade span, with enrollment spread across the elementary years. The school's demographic profile is overwhelmingly one racial background, with a very small share of students identifying as Hispanic and even smaller numbers across other groups. A substantial share of the student body qualifies for free or reduced-price lunch, indicating that economic need is a significant factor in this community.
On the state's ILEARN assessments, Johnson Elementary's overall academic proficiency, averaged across all tested subjects and grades, places in the top tier among the two school districts within Scott County. Parents considering this school should note that the proficiency rates on the individual subject tests, while the best in the county, still mean that roughly half or fewer students met the state's proficiency standard. In math, just under half of students reached the proficient or above level. In English language arts, that rate was in the mid-forties. Science results, tested at one grade level, showed a similar share of students scoring proficient. Social studies, also tested at a single grade, produced a comparable rate.
These are the only state assessment results available for the school, as Indiana administers these tests in grades three through eight and Johnson Elementary's grade band includes the tested years. The school had very high participation rates on the tests for math and English language arts, so the results are not from a small or unrepresentative set of test-takers. No multi-year trend data was available, so parents and residents cannot see from the provided data whether performance is improving or declining over time.
The school environment section did not include information on discipline, staffing ratios, chronic absenteeism, or course access. That absence of data means a parent may want to inquire directly about class sizes, teacher experience, and the school's approach to behavior and attendance. No information on special education or English learner populations was present in the data, which is another area worth following up on with the district.
Housing in the community is priced below the national median, though above the state median. The local housing market has seen modest appreciation. The area functions as its own micropolitan statistical area rather than as a commuting suburb of a larger city, and the school is part of a two-district county, keeping student mobility and enrollment patterns fairly contained.
The district brief did not surface any recent major changes in programming, boundaries, or leadership that would be of immediate note to parents. The school's location on the east side of the county, combined with the small enrollment, suggests it serves a defined, likely stable attendance zone. Johnson Elementary is a neighborhood school for a community where economic circumstances are modest and academic results, while leading the county, indicate that many students are not yet working at the proficient level. A family looking at this school should expect a small, familiar elementary environment where the support needs of children from lower-income households are a central reality of daily school life.
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