Crawford County High School

Crawford County High School is the sole traditional public high school in rural Marengo, Indiana, in the small Crawford County Community School Corp district, serving about 369 students in grades 9–12. Its overall standing is low and has fallen: in 2025–26 it ranked 306th of 415 Indiana high schools (26th percentile, 1 star), down from 4-star, top-quintile results a decade ago. The district is rated 2 stars, so the high school trails its own district. Among nearby schools, Paoli Junior & Senior High School is the closest academic peer, while Corydon Central High School and North Harrison High School rank much higher. The school serves a high-poverty population—62.9% free/reduced lunch in 2024–25—yet spends $14,096 per student with a 12.5:1 student-teacher ratio, more resources than several higher-performing peers.

There are real strengths. The graduation rate rose to 93.3% in 2024–25, above Indiana’s 89.7% and up 12.9 points in four years. Chronic absenteeism fell from 46.8% in 2021–22 to 18.1% in 2024–25, a major improvement. Biology proficiency reached 43.24%, third among the six comparison high schools and ahead of North Harrison High School. Low-income students ranked at the 46th percentile and special-education students at the 42nd percentile—both above the school’s overall 26th percentile—suggesting the school is comparatively effective with its highest-need students.

The biggest concern is high school academics, especially math. SAT math proficiency was 1.19% in 2025–26—last among peers and far below the state’s 25.6%—down from 24.05% in 2022–23. SAT reading/writing was 38.10%, also below state. This does not appear to be a preparation problem: district middle-grade math proficiency is above state levels, so the difficulty is concentrated in grades 9–12. Also note that Crawford County Virtual Academy, at the same address, serves 51 students in grades 6–12 and posts much weaker results, including a 29.4% graduation rate; because some figures are reported at district level, it affects how district numbers should be read. The honest summary is mixed and fragile: engagement and completion are improving, but the school still owes families a serious answer on secondary math and reading/writing.