The top reported proficiency rate is 82% in Math. The lowest is 74% in Social studies.
Original Research by School Decision on Indian Lake Elementary
Indian Lake Elementary is a regular public school in Hendersonville, Tennessee, serving kindergarten through fifth grade within the Sumner County district. It enrolls a student body that is predominantly white, with a very small share of Hispanic students and even smaller shares of Black, Asian, and multiracial students. The school sits in a suburban community that has experienced substantial growth over time, transforming from a small town into the largest city in the county. The area is known for its lakefront setting along Old Hickory Lake and the Cumberland River, which drive much of the local outdoor recreation, and for the Indian Lake Village mixed-use development, which contains an outdoor shopping center, restaurants, residential units, and medical offices.
The school’s academic performance on Tennessee’s state assessments, the TNReady, is strong. In math, a large majority of students scored at or above the proficient level, and the same holds true for English language arts. Science results mirror the ELA figure, with a similarly high share of students reaching proficiency. Social studies data is older and may not reflect current conditions; the assessment and its cut scores have changed since that data was collected, so that single point should be read with caution. For the subjects where recent data is available, the pattern is consistent: the school posts high proficiency rates across the board. There is no state testing data for grades that are not tested, and for this elementary school that means no high school exams and no graduation rate to report. That is simply a function of the grade band.
Free or reduced-price lunch data was not available, so a reader cannot assess the share of students from lower-income households from this source. Data on students with disabilities and English learners was also missing. A parent who wants to understand the school’s full support structure and the resources allocated to different student groups would need to follow up with the school directly for those numbers.
Indian Lake Elementary does not appear to have a charter or magnet designation. It is not a Title I school, though the data did not confirm that status, so a reader should verify that directly with the district. No information was available on discipline rates, chronic absenteeism, staffing ratios, or course access, which means there is no ready picture of the school environment beyond its academic results. The absence of this data is not unusual for an elementary school in some reporting systems, but it leaves open questions about what student support looks like during the school day.
The district itself did not have recent publicly reported changes of note. The search turned up little of lasting impact, so there is no large-scale reorganization or new initiative to factor in. The school sits in a county where the comparison set for districts was too small to make meaningful relative rankings; the proficiency measure could not be applied because the cohort had only one district. That means there is no regional benchmark from this data to say how Indian Lake Elementary stacks up against other schools in Sumner County, though the school’s own results are clear and strong.
Housing values in the area are above the national median, and rental costs are correspondingly elevated. The area is suburban and car-oriented, though the Streets of Indian Lake development generates some walkable street life with a farmers market and summer concerts. For a family, Indian Lake Elementary offers a solid academic starting point in a growing suburban community with a lake-oriented lifestyle. The strong proficiency numbers suggest a school where most students are meeting state expectations, and the lack of detailed demographic and support data means those are the primary read on what the school provides. A parent wanting to know about special education services, English learner supports, or the school’s specific climate would need to gather that information directly from the school or district rather than from this data.
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