The top reported proficiency rate is 36% in English language arts. The lowest is 29% in Math.
Original Research by School Decision on Marshall Traditional School
Marshall Traditional School serves pre-kindergarten through fifth grade in South Bend, part of the South Bend Community School Corporation. It operates as a regular public school, not a charter, and is situated in the city's south side on Byron Drive. The school enrolls a population that reflects the broader diversity of South Bend, with a student body that includes a substantial share of White students and significant representation of Black, Hispanic, and multiracial students. More than half of the students qualify for free or reduced-price lunch, indicating that a majority of families face economic pressure. The school is a neighborhood elementary, so the student body is drawn from the surrounding residential area.
Academically, the state ILEARN assessments from the most recent school year show proficiency rates that land below state averages for a school of this type. In English language arts, slightly more than a third of students scored at the proficient level or above. In math, the figure was lower, with roughly a quarter of students meeting that bar. Science proficiency was comparable to the ELA rate, and in the fifth-grade social studies assessment, about a third of students were proficient. Looking at the school's position among elementary schools within the county, its combined proficiency index across subjects sits above the midpoint when compared to other districts in St. Joseph County. That relative position suggests that while the absolute percentages are modest, the school is not an outlier in the local context. A parent evaluating these results should note that the state has not flagged any changes to the assessment or cut scores that would complicate year-to-year comparisons, but the trend data is not yet available to show whether performance is moving up or down.
Because Marshall serves only lower elementary grades, there is no graduation rate to report, as that metric applies only to high schools. The school environment data on discipline, staffing, and attendance was not available in the records reviewed, so a parent may want to ask the school directly about those areas, particularly chronic absenteeism, which can be a useful signal of engagement at the elementary level. The school does report full participation on its state tests, which is a baseline indicator that students are present and taking the assessments.
South Bend itself is a mid-sized city with a working downtown anchored along the St. Joseph River and a tight spatial relationship with the University of Notre Dame just to the north. The city's economy blends professional services, manufacturing, and education and health care. Housing values in the school's zip code are roughly on par with the Indiana state average, and below the national median, making this a relatively affordable area for families. The city has experienced modest population growth over the past decade, though recent estimates suggest a slight plateau. The district itself has opened a full-time virtual school option for grades 4 through 12, which could be relevant for families in later years if they want a remote pathway, though it does not affect the early elementary experience at Marshall.
This is a school that serves a diverse, economically mixed community. The academic results are not among the highest in the county, but they are in the middle range relative to other schools in St. Joseph County. For a family looking at a traditional neighborhood elementary in a city that offers a range of cultural and civic amenities, and who wants a school that reflects the demographic breadth of the city itself, Marshall fits that description. A family focused on high absolute test scores would likely want to explore the school's approach to instruction and support more deeply, and ask what efforts are underway to lift proficiency. That information, along with specifics on class sizes and enrichment offerings, was not present in the available data.
See more original research from School Decision →