How do these schools compare?
| Metric | Laura Hose Elementary School | Mollie B Hoover Elementary School |
|---|---|---|
| Location | Crawfordsville, IN | Crawfordsville, IN |
| School Type | regular | regular |
| Grade Level | elementary | elementary |
| Enrollment | 387 | 375 |
| Student:Teacher Ratio | 13.2:1 | 13.4:1 |
| Free/Reduced Lunch | 62.5% | 60.8% |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Laura Hose Elementary School | Mollie B Hoover Elementary School |
|---|---|---|
| District Per-Pupil Expenditure | $15,864 | $15,864 |
| District | Crawfordsville Community Schools | Crawfordsville Community Schools |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Laura Hose Elementary School | Mollie B Hoover Elementary School |
|---|---|---|
| White | 74.4% | 66.9% |
| African American | 2.1% | 2.4% |
| Hispanic or Latino | 19.4% | 26.9% |
| Asian | 0.3% | 0.3% |
| American Indian / Alaska Native | 0.0% | 0.3% |
| Pacific Islander | 0.3% | 0.0% |
| Multiracial | 3.6% | 3.2% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Laura Hose Elementary School | Mollie B Hoover Elementary School |
|---|---|---|
| AP Courses Offered | — | — |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 387:1 | 375:1 |
| Chronic Absenteeism | 29.2% | 16.3% |
| IDEA Students | — | — |
| In-School Suspensions | 3 | 38 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
Explore PlainSchools
Related
Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.