Summary
Prairie Crossing Elementary School in Oxford, IN, is a public K–6 school serving 564 students in a rural community as part of Benton Community School Corp. In 2025–26, it ranked 736th of 1,015 Indiana elementary schools—27th percentile, 1 star—after falling from the 64th percentile in 2020–21. Its 2025–26 all-grade proficiency was 20% ELA, 32.46% math, and 27.92% science, all below district averages and generally below nearby schools. About 69.68% of students qualified for free/reduced lunch in 2024–25, the highest among nearby schools shown, while chronic absenteeism was 13.9%, better than the state’s 16.7% but worse than the district’s 12.2%.
Comparisons are striking. Same-district Otterbein Elementary School is ranked 60th percentile with 3 stars, with lower chronic absenteeism (6.8%), lower free/reduced lunch (48.57%), a lower student-teacher ratio (11.2), and higher per-student spending ($15,714). About 8 miles away, Pine Village Elementary School in MSD Warren County is ranked 9th of 1,015 with 5 stars and proficiency of 76.92% ELA, 81.32% math, and 78.43% science; its spending is similar ($12,563), but it serves 160 students and has lower free/reduced lunch (40.62%). Other nearby schools such as South Newton Elementary School and Tri-County Intermediate School also outperform Prairie Crossing. High poverty is a real challenge, but not the only factor: Williamsport Elementary School has a similar free/reduced lunch rate (65.52%) and still outperforms Prairie Crossing in ELA and science, while Attica Elementary School (56.68%) outperforms it in ELA, math, and science.
Grade-level results show urgent concerns. In 2025–26, 4th-grade ELA proficiency was 9.21% (district 19.13%, state 42.2%); 4th-grade math was 23.68% (district 36.52%, state 52%), and 4th-grade science was 23.68% (district 32.17%, state 43.8%). Third-grade ELA was 21.69% (district 29.31%, state 40.8%), and 3rd-grade math was 33.73% (district 43.97%, state 51.9%). A relative bright spot is 5th-grade math at 38.24%, slightly above the district’s 37.74% but below the state’s 42%; 5th-grade social studies improved to 44.12%, though below district (48.11%) and state (47.2%). The clearest levers are targeted literacy and numeracy support, especially in 4th grade, plus attendance interventions and a closer look at within-district resource differences.
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