The top reported proficiency rate is 67% in Social studies. The lowest is 52% in English language arts.
Original Research by School Decision on Tecumseh Middle School
Tecumseh Middle School serves sixth through eighth grade as a regular public school in the town of Lynnville, part of the Warrick County School Corp. Lynnville is a small, predominantly residential community in southwestern Indiana with a rural character. The town is car-dependent, most residents commute alone, and the local economy leans on accommodation and food services, health care, and manufacturing, with some employment tied to the area’s coal mining heritage. The town has its own elementary, middle, and high school, and the civic landscape includes a public library branch and a lakefront park built on reclaimed strip-mined land. Population growth is slow, and no major new housing or commercial developments appear in available sources. For a family considering this school, the setting offers a quiet, small-town environment with limited commercial amenities and a close link between the school and the community.
The student body is small for a middle school, with enrollment spread fairly evenly across grades six, seven, and eight. The demographic profile is almost entirely white, with a very small number of students who are Black, Hispanic, or of two or more races. About a third of students qualify for free or reduced-price lunch, a moderate share that suggests a mix of economic backgrounds rather than concentrated poverty. Data on students with disabilities and English learners was not available in the reporting, so a parent would want to ask the school directly about those supports.
Academically, the school reports state test results from the ILEARN assessment. In math, more than half of students scored at or above the proficient level. In English language arts, about half did the same. In science, which is tested only at one grade level within the middle school years, slightly more than half of students reached proficiency. These outcomes indicate a solid, middle-of-the-road performance—neither exceptionally high nor alarmingly low. Older data from a previous state test (ISTEP) from several years ago showed a higher proficiency rate in social studies, but that assessment and the cut scores have since changed, so it should not be taken as a current measure.
The school’s available data does not include information on course offerings, advanced coursework, elective programs, staffing ratios, or discipline rates. For a middle school that size, families may want to learn about what enrichment opportunities exist, whether there are any career or exploratory pathways, and how the school supports students who need additional help or who are ready for more challenge. Chronic absenteeism figures are also missing, so it is unclear what attendance patterns look like.
No recent district-level changes—such as referendums, boundary adjustments, or curriculum shifts—were found in the public record, so the landscape appears stable. The school operates as a regular public school with no charter or magnet designation, and it does not receive Title I funding, based on the data provided.
Tecumseh Middle School fits a family seeking a small, rural middle school with a cohesive, mostly homogeneous student body and academic results that sit near the middle of the range—not a standout by state standards but not a concern either. The lack of detailed program and support data means anyone considering the school should take the step of visiting or calling to fill in the gaps. The town itself offers a low-key, car-dependent lifestyle with modest housing costs relative to national benchmarks and a strong connection to outdoor recreation at the local park and lake.
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