The top reported proficiency rate is 10% in Social studies. The lowest is 2% in Math.
Original Research by School Decision on Navarre Middle School
Navarre Middle School is a regular public school in South Bend, Indiana, serving grades six through eight as part of the South Bend Community School Corporation. The school sits on the west side of the city, an area that mixes residential streets with industrial and distribution facilities near the airport. Its enrollment is moderate for a middle school, drawing from a student body that is predominantly Hispanic and Black, with a much smaller share of white students and a handful from other racial and ethnic backgrounds. A substantial majority of students come from low-income households, based on the share who qualify for free or reduced-price meals.
The academic picture is the most direct concern in the data. On Indiana’s ILEARN assessments, the share of students scoring proficient or above is very low across all tested subjects. In math, the rate sits well below a tenth of students. In English language arts, it is similarly low. In science, it is lower still. Social studies data is older—from a different test several years ago—and while it shows a higher rate than the current figures, it too was low. When placed against other school districts within St. Joseph County, the school’s combined proficiency index lands in the bottom quartile. These results are consistent across all three tested grades. The school’s participation rates on the tests were high, so the results reflect nearly the entire student body. There is no graduation rate because the school ends at eighth grade.
The student population is diverse. Hispanic students make up about half the enrollment, and Black students account for most of the remainder. White students are a small minority. Data on the number of students with disabilities or those learning English is missing from the available records, so a parent may want to ask the school directly about the programs and supports in place for those groups, given that a high-poverty setting often correlates with higher needs in both categories. The school is a regular public school, not a charter or magnet, and its Title I status is not reported.
South Bend is a mid-sized city shaped by the St. Joseph River and the presence of the University of Notre Dame just north of downtown. The city’s economy includes manufacturing, distribution, education, and health care, with a poverty rate above the national average and household incomes below it. Housing is relatively affordable: home values and rents are lower than state and national medians. The city has a riverfront downtown, cultural institutions, a public golf course, and an airport with connections to several major hubs. The public library system serves multiple branches. The city has seen slow population growth in recent years and appears to have plateaued, with a slight recent decline.
The South Bend Community School Corporation, the district that operates Navarre, recently opened a full-time virtual school serving grades four through twelve, providing an alternative learning pathway for families who want a remote option. No other major recent district changes appear in the available information.
For a family considering Navarre Middle School, the data presents a straightforward picture. The academic proficiency rates are very low across the board, and the school serves a student body with substantial economic disadvantage. The surrounding community offers some amenities and affordable housing, but economic conditions are modest. Without information on course access, staffing ratios, or specific program offerings, a parent would want to visit the school, talk to staff about academic supports and interventions, and understand what structures are in place to raise achievement. The school’s demographics reflect a diverse, high-need environment; whether that fits a family’s preference is a personal decision, but the test results are a clear signal that the school faces significant challenges in moving most students to grade-level proficiency.
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