The top reported proficiency rate is 64% in Math. The lowest is 33% in Social studies.
Original Research by School Decision on New Market Elementary School
New Market Elementary School sits in the small, slowly shrinking town of New Market in Montgomery County, Indiana, about seven miles southwest of the county seat of Crawfordsville and roughly fifty miles northwest of Indianapolis. It is a regular public school serving pre-kindergarten through fifth grade, and it belongs to the South Montgomery Community School Corporation. The enrollment is mid-sized for an elementary school, with a student body that is overwhelmingly white. Slightly more than a third of students qualify for free or reduced-price lunch, which is roughly in line with the share of lower-income households a parent might expect in a small rural town.
State testing data, drawn from Indiana’s ILEARN assessments, reveals a mixed picture in academic performance. In mathematics, a solid majority of students scored at the proficient level or above, a result that positions the school’s overall proficiency across tested subjects below the midpoint when compared with other districts in Montgomery County. In English language arts, the share of students reaching proficiency was lower, with fewer than half meeting the bar. Science proficiency landed slightly below the halfway mark, while social studies results in fifth grade were notably weaker, with roughly a third of students testing proficient. A parent considering this school may want to ask how the school identifies and supports students who struggle in reading and writing, and how it addresses the gap between math and other subjects. The absence of trend data means it is not possible to say whether these results represent a stable pattern or a recent shift.
The school serves grades that are not tested in some subjects until later years, so some of the missing data points are simply a function of the grade band. No graduation rate appears, because elementary schools do not have one. The school appears to be a straightforward neighborhood elementary with no charter or magnet designation, and no Title I status was reported in the available data.
New Market itself is a very small incorporated town that has seen a modest population decline over recent years, and little new development or commercial activity was publicly described. Housing values are notably lower than the Indiana state median, making the area an option for families seeking an entry point into homeownership at a more accessible price point. Rents also trend below the national average, which may matter for families not yet ready to buy. The town offers limited civic infrastructure beyond a town hall and access to trails along Rattlesnake Creek, and no information about major employers or dedicated parks was surfaced. For daily life, residents likely rely on Crawfordsville for grocery shopping, medical services, and most other needs.
The district itself did not produce any recent parent-relevant changes in publicly available sources, so it appears to be operating without major restructuring, boundary shifts, or program overhauls. That stability can be a neutral or positive signal depending on what a family values.
For a family looking at this school, the key takeaway is straightforward: New Market Elementary offers a small-town setting with a student body that is demographically homogeneous, a math program that turns in relatively stronger results, and an affordability advantage in housing. The weaker reading and social studies scores are areas a parent would want to investigate further with the school, particularly around what targeted interventions are in place. The school’s size and grade span mean it is likely a place where children are known by name and where the elementary experience is contained within one building before moving on to a middle school elsewhere in the district. For those comfortable with a rural, slowly shrinking community and ready to ask pointed questions about literacy support, this is a school worth considering.
See more original research from School Decision →