Indiana Middle School English Scores Drop, But These Schools Rise Above the Trend

Addressing the Challenges in Middle School Education

Students across Indiana, particularly those in middle schools, have faced unique challenges following the pandemic. These students are now at a critical stage where their academic performance is being closely monitored, especially in subjects like English. Despite efforts to improve educational outcomes, many middle schoolers are still struggling with reading and writing skills, which has raised concerns among educators and policymakers.

One of the key strategies that has shown promise is increasing instructional time for core subjects such as math and English. At Crawford County Middle School, Principal Tarra Carothers implemented a change two years ago by doubling the time students spend in these subjects. This adjustment has led to notable improvements in ILEARN scores for English language arts, with an increase of over 8 percentage points from 2024 to 2025. However, this success is not mirrored across all middle schools in the state.

The Struggle in English Proficiency

While some progress has been made in math, the situation in English remains concerning. State test scores indicate that seventh and eighth graders are performing worse than their peers in other grade levels. Since 2021, there has been a decline in ILEARN English proficiency rates for these grades, with a more pronounced drop for seventh graders. Although sixth graders have seen slight improvements compared to four years ago, their performance has declined over the past year.

This trend highlights the need for targeted interventions, especially for middle schoolers who may have missed out on critical early literacy instruction. While Indiana has invested heavily in early literacy programs, focusing on the science of reading, these initiatives have not yet reached the current middle school population. As a result, many students are now behind in essential reading skills, making it harder for them to succeed in other subjects.

The Role of Data in Educational Improvement

Schools across Indiana are beginning to adopt new approaches to track student performance and provide timely support. One such strategy involves using ILEARN checkpoints, which allow students to take the test multiple times throughout the school year rather than just once in the spring. This approach provides educators with more frequent data, enabling them to identify learning gaps and adjust instruction accordingly.

At Cannelton Jr. Sr. High School, for example, the first three periods of the day are extended to 90 minutes, giving students more time to focus on English or math. This model has led to significant improvements in ILEARN scores for English language arts, with nearly a nine percentage point increase last year.

Enhancing Instruction Through Collaboration

Educators emphasize that simply administering checkpoints is not enough; it must be paired with reflection and collaboration. Teachers need to use the data gathered from these assessments to refine their teaching methods and address specific areas where students are struggling. This collaborative approach ensures that instruction is tailored to meet the needs of each student.

At Indian Creek Middle School, Principal Kim Davis noted that the checkpoints helped teachers understand what standards students were having difficulty with. This information allowed for more targeted instruction and improved student outcomes. Additionally, students became more familiar with the test format, reducing anxiety and improving performance during the final assessment.

Adapting to New Assessment Models

The Indiana Department of Education is also working to integrate these checkpoint assessments into the statewide testing framework. Starting this year, students will take versions of the ILEARN test three times during the school year, with a shortened final assessment in the spring. This shift aims to make the data more actionable and help ensure that students are on track throughout the year.

Schools like Eastwood Middle School have already adopted this approach, using tools like Otis to collect weekly data. This allows teachers to monitor student progress and provide immediate feedback, ensuring that no student falls behind. By combining regular assessments with targeted instruction, schools can better support students in their academic journey.

A Path Forward

Middle schoolers are at a crucial developmental stage, and the pandemic has left many of them behind in key academic areas. However, with the right strategies and support, it is possible to help these students catch up and thrive. Increasing instructional time, using data-driven approaches, and fostering collaboration among educators are all essential steps in this process.

As schools continue to adapt and implement new methods, the focus remains on ensuring that every student has the opportunity to succeed. With continued investment and innovation, Indiana’s middle schoolers can overcome the challenges they face and reach their full potential.