Summary
Carroll High School is a large public high school in Fort Wayne, Indiana, serving grades 9–12 and enrolling 2,623 students in Northwest Allen County Schools, making it the biggest school in its nearby comparison group.
Carroll is one of Indiana's top-performing high schools, ranking 31st of 415 high schools statewide in 2025–2026 (93rd percentile, 5 stars), with 5 stars every year in its available history. Its district ranks 53rd of 374 in Indiana (86th percentile). Reading is a clear strength: 69.97% of students were proficient in SAT ERW versus 51.9% statewide, while math proficiency was 40.58% versus 25.6% statewide. Homestead High School scores higher in both subjects, and Leo Junior/Senior High School edges Carroll in reading but trails in math. Carroll's math results lag well behind its reading results — a gap of about 29 percentage points.
The school graduates 96.7% of students, above the 89.7% state rate and close to Homestead's. Chronic absenteeism is 12.8% — better than the state (16.7%) but higher than Northwest Allen County Schools' 7.8% and far above Homestead's 0.5%, and it has risen from 5.2% in 2020–2021. About 22.9% of students qualify for free or reduced lunch, nearly identical to Homestead but far below the high schools in Fort Wayne Community Schools. Carroll spends $9,546 per student, the lowest among the non-virtual comparison schools, and has the highest student-teacher ratio at 18.0 — yet still posts top-decile results.
Results are broadly strong across student groups. Students learning English, Hispanic students, and male and female students all rank at or above the 91st percentile, and low-income students rank at the 86th percentile. The clearest relative gap is special education students, at the 52nd percentile (3 stars), down from the 84th percentile the year before; one smaller subgroup ranked lowest among reported groups, though its comparison pool is only 42 schools. Overall, Carroll offers strong reading, graduation, and biology outcomes with efficient spending; math proficiency, absenteeism relative to district peers, and special education support are the areas to watch.
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