The top reported proficiency rate is 56% in Math. The lowest is 38% in Social studies.
Original Research by School Decision on Riley Elementary School
Riley Elementary School serves students from pre-kindergarten through fifth grade in the small town of Riley, Indiana, a residential community within the Terre Haute metropolitan area. The school is a regular public school and is part of the Vigo County School Corporation.
The student body is overwhelmingly white, with a modest share of students who identify as two or more races and a smaller number of Hispanic students. Just over a third of students qualify for free or reduced-price lunch, a rate that gives a sense of the school’s economic mix. Enrollment is stable and of a size that generally allows for a familiar, close-knit elementary experience. The school has a notable presence at the local level, as Riley itself is a very compact town where Riley Elementary functions as a civic anchor, though students move on to middle and high school outside the town, closer to Terre Haute.
On state assessments, the picture is mixed. In math, roughly half of students met the state’s proficiency standard, a result that places the school in a moderate position. English language arts proficiency was lower, with fewer than half of students reaching that bar. In science, just under half of the tested students scored proficient. Social studies, which is assessed only in fifth grade, showed a similar outcome, with a modest share of students meeting the benchmark. These results are drawn from a single year of testing, and the district has not reported multiple years of trend data, so it is not possible to see whether performance has been improving or declining. A parent may want to ask the school how it supports literacy and social studies in particular.
The school’s grade band means there is no graduation rate to report. Data on special education identification and English learner status was not available in the provided records, nor were figures on chronic absenteeism or other measures of school climate. The state did not report staffing ratios or course access data for this school. Because Riley Elementary is a regular school with a standard elementary grade span, these gaps are not explained by an alternative mission; they simply reflect what was not included in the data made available to this profile.
The district itself did not return information about any recent capital projects, boundary changes, or program initiatives, so it is not possible to say what larger shifts may be affecting Riley Elementary.
For a family considering this school, the central takeaway is that Riley Elementary offers a small-town, community-rooted elementary experience in a district that feeds into a larger high school setting. Academic performance is uneven, with math stronger than reading and social studies, and a parent would want to understand how the school addresses those areas, particularly for students who may need additional support. The town of Riley is predominantly owner-occupied housing, economically comfortable on average, and has seen modest growth in recent years. The school is not a charter or magnet, and it does not appear to have specialized program offerings that would distinguish it from other elementary schools in the corporation. Its strength lies in its place: a small, stable school where most students share a similar background and where the school is woven into the fabric of a very small town.
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