The top reported proficiency rate is 72% in Social studies. The lowest is 52% in English language arts.
Original Research by School Decision on Lynnville Elementary School
Lynnville Elementary School serves kindergarten through fifth grade in the small, predominantly rural town of Lynnville, Indiana, as part of the Warrick County School Corp. It is a regular public school with a modest enrollment that reflects the town’s tight-knit scale. The student body is overwhelmingly white, with a very small Hispanic population and a slightly larger group of students who identify as two or more races. Data on free or reduced-price meal eligibility was not reported, nor were counts of students with disabilities or English learners, so a family looking to understand the level of economic or special-education support at the school would want to ask the school directly.
On the state’s ILEARN assessments, Lynnville Elementary posted results that vary by subject. In math, a strong share of students scored at the proficient level, and in science the proportion was also solid. English language arts was more mixed, with just over half of students reaching proficiency. Social studies, tested only in fifth grade, showed a higher proficiency rate. The school achieved full participation in the math and ELA tests. These are single-year snapshots; multi-year trend data were not available, so it is unclear whether performance is improving, stable, or slipping.
The town of Lynnville itself is car-dependent, with most residents commuting alone and an average commute time in line with rural southwest Indiana. Housing in the area is relatively affordable compared to national medians, and home values have been rising gradually. The local economy leans on accommodation and food services, health care, and manufacturing, with some mining heritage still present. The town’s main civic anchors are Lynnville Park—a reclaimed strip-mine lake with a campground, fishing pier, and boat ramp—and a branch of the Boonville-Warrick County Public Library. Population growth has been slow, and no major new housing or commercial developments appear in recent records. The school sits within this small-town fabric; the elementary school is one of several schools serving the community, along with a middle and high school within the same district.
The Warrick County School Corp did not have any recent parent-relevant changes reported, such as referendums, boundary shifts, or curriculum overhauls, so a family can assume a stable administrative context.
What is not in the data may matter as much as what is. There is no information on the school’s program offerings, whether it provides gifted services, intervention programs, art, music, or physical education beyond what is typical for an elementary school. Discipline data, chronic absenteeism, staffing ratios, and course access were also absent. For a school that goes only through fifth grade, these gaps are not unusual—many small elementary schools report limited data—but a parent would want to visit and ask directly about teacher experience, class sizes, and how the school supports students who struggle in reading.
Lynnville Elementary presents as a solid but not exceptional academic option within a stable, small-town setting. Its math and science results are a clear strength. The ELA proficiency level, while not low, may prompt a family to ask about reading instruction and intervention. The absence of economic and special-population data makes it hard to gauge the range of student needs the school serves. For a family that values a small, rural elementary school where the town and school are tightly interconnected, Lynnville Elementary fits that description. For a family seeking a broader array of programs or detailed transparency around student subgroups, they would need to gather more information from the school directly.
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