The top reported proficiency rate is 43% in Math. The lowest is 25% in Social studies.
Original Research by School Decision on Green County Intermediate School
Green County Intermediate School serves third through fifth graders in Greensburg, Kentucky, drawing its students from across this small rural county seat and the surrounding countryside. The school is a regular public elementary that funnels into a middle and high school within the same district, so families who enroll here are typically committing to the Green County system through graduation.
The community itself is a historic town built around a public square, with the oldest surviving courthouse west of the Allegheny Mountains anchoring the downtown. The pace of life here is unhurried. The population has been edging upward slowly, and the housing market remains modestly priced relative to state and national benchmarks. US Route 68 runs through town as Main Street, and Green River Lake provides a recreation draw with boating, hiking, and fishing. The district search found little in the way of recent major changes or restructuring, so the school system appears to be operating on a steady, established footing.
Academically, the school’s state assessment results paint a straightforward picture of a school working against headwinds. In reading, the share of students scoring proficient or above declined across the three tested grades, from a moderate level in third grade to a noticeably lower share by fifth grade. Math proficiency followed a similar downward slope, with third graders posting the strongest results and fifth graders the weakest. Science, tested only in fourth grade, showed a share of students reaching proficiency that was on the lower side. Social studies, tested in fifth grade, was the area where students struggled most among the tested subjects. A parent looking at these numbers would want to ask the school specifically about its approach to supporting reading and math skills as children move through the intermediate years, and whether there are interventions in place for students who arrive below grade level.
The student body is overwhelmingly white, with a small Hispanic share and a very small Black share. The data do not include counts for students with disabilities or English learners, so those profiles are not visible from the reported information. A substantial share of students qualify for free or reduced-price meals, meaning the school serves a population with elevated economic need. That context matters when evaluating the test results, as schools with higher poverty rates often face additional challenges in reaching proficiency benchmarks.
The school’s size is moderate for a grade 3-5 configuration. There are no public program offerings listed in the data for this school, and because the upper grades are not part of this building, there is no graduation rate to consider. The school is not a charter or magnet, and its Title I status was not reported.
For a family considering this school, the picture is one of a stable, traditional public elementary in a very small Kentucky town, with test scores that fall below state averages and a student body with significant economic need. The town offers a low-cost housing market, a walkable downtown square, and outdoor recreation nearby. A parent who values small-town life and a familiar, unhurried school environment may find this a natural fit. A parent who is looking for strong academic outcomes on state assessments will want to look into the school’s support structures and how the district addresses achievement gaps in the intermediate grades.
See more original research from School Decision →