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GreatSchools Rating

Hamilton Elementary School

Public | PK-8 | 273 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 5 ratings
2012:
Based on 8 ratings
2011:
Based on 2 ratings

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School Official Point of View

Posted June 7, 2010

June 4, 2010 poster - please contact me at your earliest convenience. I would love to discuss your concerns. James Gray, Principal jrgray@cps.k12.il.us

54 reviews of this school


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Posted March 24, 2014

My boys are now in fifth and second grade and have been at Hamilton since pre-school. We are a neighborhood family and thrilled with how the school has grown. There is a strong commitment to building a well-rounded curriculum that includes technology, fine arts and physical activity. We have one child in the gifted program, but both boys are challenged academically and love their school. For neighborhood families, I would encourage you to send your children to this wonderful neighborhood school. It is an under-apprecaited gem in the community.
—Submitted by a parent


Posted March 14, 2014

The teachers are very dedicated. I do have concerns as to children with special needs and how services are being reduced and sometimes removed, when it's obvious in some cases that services shouldn't be taken away. This is happening within the school lately . I think there should be innovation to help these children thrive socially as well as academically no matter the budget. Perhaps now that the school is doing well and enrollment numbers are not an issue they prefer not to allocate money into special education resources. In the past they accepted several students with special needs that were not from the neighborhood because they were needed to help the doors stay open. Now they are no longer needed. Never the less it doesn't take away from the great teachers and initiative the school has taken to keep the students physically active.
—Submitted by a parent


Posted March 9, 2014

The leadership at this school is wonderful. The principal and VP are a great team and provide the teachers and parents ability to determine the sort of school we want. They do tend to the needs and self esteem of the entire child. I have a child in the accelerated program and a child in the standard program. Both children are thriving and are being stretched. I love the dance and PE everyday, both of those specials teachers are enthusiastic and engaged. Music teacher is excellent. The spirit of the school is small school and big parent involvement. The only criticism I would have is the math could be stronger, more drilling of fundamentals so they can better respond to testing environments.
—Submitted by a parent


Posted February 12, 2014

I have been though the CPS wringer. 3 schools in 3 years and I can say it was all so I would end up at Hamilton. Great, engaged teachers. Strong, approachable leadership. An arts program that remained strong despite severe budget cuts and PE 5 days a week. I am so grateful to be part of this school community.
—Submitted by a parent


Posted January 14, 2014

I am very happy for my son attending hamilton. He has improved a lot when it comes to reading or understanding objectives. He is getting to be a young explorer. He is getting more serious in whatever he does. There's so much in the school itself. I love it.
—Submitted by a parent


Posted October 8, 2013

It's an amazing school. The curriculum, teachers, and every thing about this school is extra ordinary. My kid and I love everything about it. It is a small school but has everything it is to suppose to have.
—Submitted by a parent


Posted October 4, 2013

We love this school. It runs like a well oiled machine. The teachers are amazing and work really hard. They work long hours and really know the kids. The principal and assistant principal are an amazing team. They address any concerns while keeping things positive. The gifted program gets a lot of notice, but Hamilton's middle school is the best part about the school. The kids are pushed in the classroom and taught to be a part of the school community. My child really loves going to school. We feel lucky to be at Hamilton!
—Submitted by a parent


Posted May 16, 2013

We love Hamilton! We have one kid in and one kid entering in the fall. We TURNED DOWN DECATUR to stay here because our child is excelling in the gifted program. The teachers and principal are warm and nurturing while being challenging so the kids get as much as they can out of their educations. The after school programs are awesome - something for everyone. Parents are really invited to be as involved as they would like/can be. It's been an awesome experience so far.
—Submitted by a parent


Posted April 18, 2013

Under the leadership of Principal Gray and Vice-Principal Luna-Mroz, this school is going from good to great in a hurry. They are both very high energy, and have fostered a great community with excellent parent involvement. The few teachers that were marginal have been swiftly removed - showing that the school is committed to the kids as well as the teachers.
—Submitted by a parent


Posted February 17, 2013

My son comes home from Hamilton everyday and tells me how much he loves his school. That to me is the most important, to see my son happy. He is in their 2nd grade Gifted Classroom. I look forward to my child's continued quality education at Hamilton. This school in my opinion has far surpassed my expectations and is one of the few schools that supports the Arts and encourages Project-based learning. Thank you Hamilton!
—Submitted by a parent


Posted November 13, 2012

Hamilton is an incredible little school with caring teachers, supportive staff and administrators, involved parents and awesome kids. Both of my kids attend and I'm so happy to see how much they love going to school. The school now has a full-time dance teacher and several parents volunteered to build a professional dance floor. The kids love it! Honestly, we feel lucky to be a part of it.
—Submitted by a parent


Posted October 29, 2012

My children have attended Hamilton for 9 years and while we loved it when we started, we love it even more now. The middle school curriculum is a block schedule which is a great way for students to learn time management at an early age. From Advanced Lit to hands on Science to dance the students are challenged and supported and are doing amazing things. We are so fortunate to have amazing leadership from our Principal and AP as well as a wonderful teaching staff. Combine that with a dedicated parent community Hamilton truly represents what education should be.
—Submitted by a parent


Posted June 21, 2012

Our family loves Hamilton. Our children just completed their third year and have really flourished. This has been a truly great start to education for them, thanks to amazing teachers, a great administration and very nice students. There are clearly good and bad things about being at a small school but in this case the good far outweighs the bad. The teachers and staff know all the students, and many of the parents, which creates a really friendly and supportive community. We couldn't have made a better choice for our children, or for us.
—Submitted by a parent


Posted June 5, 2012

My son is just finishing his first year at Hamiliton in kindergarten. I can not say enough good things about this school. The principal, teachers, parents, community are all doing an excellent job. I was very nervous to send my child to a CPS school. I have worked in the system for many years and unfortunately haven't gotten the best impression. Hamilton has changed that for me. This is a warm, caring school with lots of emphasis on learning, character development and inclusion. The fine and performing arts program is terrific. My son has multi-cultural studies 2 days a week and always comes home with interesting projects. Parent participation is huge. Parents are encouraged and welcomed into the school. I also love all that Hamilton does for the environment. They do a wonderful job with recycling, reusing and composting. I am so comfortable and confident sending my son to school each day. But the best part is probably how much he loves school. Another selling point for Hamilton is the after-school Y program. The counselors do a fantastic job keeping the students busy, working on homework and having a good time. Most days, I can't get my son to leave!
—Submitted by a parent


Posted June 4, 2012

I feel conflicted about Hamilton, but it's not really Hamilton, it's CPS that we hate. Hamilton itself is terrific. The amazing Principal, and the extremely active parent community are terrific, and in general, I think the teachers are good. Our daughter happens to have a relatively cold teacher, and we cannot wait for the school year to end. Too much emphasis on grading (weekly!) and test-taking strategies. But some parents like that. A 20 minute recess! But, again, that's CPS. I wish I could give my childhood back to my daughter. She however, puts up with her teacher, though dislikes her, and she loves her friends. This year's experience has significantly diminished her love of school, however. She adored her Hamilton Kindergarten teacher, and then it was amazing. So, If you have to do CPS, I don't think you could ask for a better school.
—Submitted by a parent


Posted June 1, 2012

We love the School, principal, teachers and wonderful community of parents. My son is in Kindergarten here and loves going to school each day!
—Submitted by a parent


Posted June 1, 2012

We were hesitant about sending our daughter to a public school due to CPS's size and bureaucracy. We heard good things about Hamilton and decided to take a leap of faith, and we could not be happier that we did. Our daughter loves her teachers, is making great and well-rounded progress, and the kids and parents we've met are wonderful. But the real ace-in-the-hole for Hamilton is their partnership with the Lake View YMCA down the street. I am biased as I went there growing up and learned to swim there, but their after-school program is phenomenal. Their counselors go to Hamilton and are just the best, and they will even walk the kids to the Y for swim lessons (and others). We are looking forward to the Y's summer camp, as our daughter already has great rapport with their counselors. Highly recommended, Principal Gray makes me wish I had more kids to send there!
—Submitted by a parent


Posted February 27, 2012

My son is in the TBPK at Hamilton and we love it. He loves going to school every day (he hated attending his previous school). The teachers are wonderful and their teaching methods take into account the children in the classroom, their interests and their abilities (no worksheets or homework here!). Consequently, the kids are engaged and love to learn. My son comes home every day talking excitedly about what he learned at school that day. The teachers also focus on supporting the kids in the development of problem-solving skills, independence, relationship-building, and responsibility for ones' self and actions. Creativity is stressed in all areas. It's been a wonderful experience for us and our son. We look froward to another year with Miss Moos, Mrs. Walker and Miss Roshea.
—Submitted by a parent


Posted August 12, 2011

This school has come a long way from 3 yrs ago! The principal is very dedicated to the improvement of this school academically as well as in other areas like art and music. My daughter started here in Kindergarten and has learned a lot. I think this school is going to be good for her. The new gifted program is promising. The only problem I have is, there are few mean kids but if you communicate with the teachers they def resolve the issues. I am not too crazy about the after school program but as long as my child is learning and is happy here I'll be at peace.
—Submitted by a parent


Posted February 12, 2011

Hamilton is a great place to be. They offer non-stop programs, a new cafe, caring teachers, and push the arts. I think it is clear that no school is perfect, you will find unrealistic parents who want staff and administration to be flawless or always find something to complain about. What I can say is that the Hamilton staff and administration work hard to make the school the best it can be.The Principal and assistant principal are an amazing team and I can see a difference in the school's community, academic instruction, and middle school since they have taken over. I have seen that the KIDS (both big and small) really love both the Principal and Assistant Principal. I think that says a lot about how much is invested in them. Changes doesn't happen overnight, but this administration will get us there.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 55% in 2013.

2013

 
 
68%

2012

 
 
77%

2011

 
 
72%

2010

 
 
100%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
81%

2012

 
 
63%

2011

 
 
61%

2010

 
 
93%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

The state average for Math was 60% in 2013.

2013

 
 
73%

2012

 
 
90%

2011

 
 
100%

2010

 
 
70%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
73%

2012

 
 
86%

2011

 
 
100%

2010

 
 
60%
Science

The state average for Science was 81% in 2013.

2013

 
 
88%

2012

 
 
81%

2011

 
 
88%

2010

 
 
50%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

The state average for Math was 59% in 2013.

2013

 
 
39%

2012

 
 
100%

2011

 
 
75%

2010

 
 
54%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
54%

2012

 
 
100%

2011

 
 
65%

2010

 
 
46%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

The state average for Math was 60% in 2013.

2013

 
 
75%

2012

 
 
95%

2011

 
 
67%

2010

 
 
70%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
67%

2010

 
 
75%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

The state average for Math was 59% in 2013.

2013

 
 
84%

2012

 
 
n/a

2011

 
 
90%

2010

 
 
58%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
68%

2012

 
 
n/a

2011

 
 
74%

2010

 
 
58%
Science

The state average for Science was 79% in 2013.

2013

 
 
95%

2012

 
 
n/a

2011

 
 
74%

2010

 
 
58%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

The state average for Math was 59% in 2013.

2013

 
 
46%

2012

 
 
81%

2011

 
 
93%

2010

 
 
92%
Reading

The state average for Reading was 60% in 2013.

2013

 
 
30%

2012

 
 
100%

2011

 
 
92%

2010

 
 
85%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

Source: Illinois State Board of Education

Math

All Students68%
Female88%
Male43%
Blackn/a
Asiann/a
Hispanic62%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White82%
Low income33%
Non-low income90%
Students with disabilities (IEP)n/a
Students without disabilities78%
English language learnersn/a

Reading

All Students81%
Female100%
Male57%
Blackn/a
Asiann/a
Hispanic69%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White91%
Low income58%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities93%
English language learnersn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Math

All Students73%
Female70%
Male74%
Black70%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White83%
Low income70%
Non-low income77%
Students with disabilities (IEP)n/a
Students without disabilities88%
English language learnersn/a
Migrantn/a

Reading

All Students73%
Female60%
Male78%
Black70%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White75%
Low income75%
Non-low income69%
Students with disabilities (IEP)n/a
Students without disabilities85%
English language learnersn/a
Migrantn/a

Science

All Students88%
Female80%
Male91%
Black80%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White92%
Low income90%
Non-low income85%
Students with disabilities (IEP)n/a
Students without disabilities100%
English language learnersn/a
Migrantn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Math

All Students39%
Female36%
Male43%
Blackn/a
Asiann/a
Hispanic39%
Multiracialn/a
Native Americann/a
Whiten/a
Low income32%
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities50%
English language learnersn/a
Migrantn/a

Reading

All Students54%
Female50%
Male57%
Blackn/a
Asiann/a
Hispanic62%
Multiracialn/a
Native Americann/a
Whiten/a
Low income47%
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities64%
English language learnersn/a
Migrantn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Math

All Students75%
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low incomen/a
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities73%
English language learnersn/a
Migrantn/a

Reading

All Students75%
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low incomen/a
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities73%
English language learnersn/a
Migrantn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Math

All Students84%
Female82%
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low income86%
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities86%
English language learnersn/a
Migrantn/a

Reading

All Students68%
Female64%
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low income71%
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities71%
English language learnersn/a
Migrantn/a

Science

All Students95%
Female91%
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low income93%
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilities100%
English language learnersn/a
Migrantn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Math

All Students46%
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low incomen/a
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
English language learnersn/a
Migrantn/a

Reading

All Students30%
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Low incomen/a
Non-low incomen/a
Students with disabilities (IEP)n/a
Students without disabilitiesn/a
English language learnersn/a
Migrantn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Illinois used the Illinois Standards Achievement Test (ISAT) to test students in grades 3 through 8 in reading and math, and in grades 4 and 7 in science. The ISAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Illinois. The goal is for all students to score at or above the state standard.

In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT in reading and math. These expectations have been adjusted to better align with the Common Core State Standards, a multi-state initiative that established year-by-year guidelines outlining the grade-specific skills and content students need to stay on the path to college and career readiness. The higher expectations of the new standards will result in a downward shift of where students rank in meeting or exceeding standards.

The different student groups are identified by the Illinois State Board of Education. If there are a small number of students in a particular group in a school, the state doesn't report data for that group.

Source: Illinois State Board of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2011-2012 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 36% 23%
White 32% 51%
Black 22% 18%
Asian 4% 4%
Two or more races 4% 3%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 1% 0%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
School psychologist
School social worker/counselors(s)
Teacher aid/assistant teacher
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Music
  • Instrumental music lessons
Performing and written arts
  • Dance
  • Drama

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • James R Gray

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • School social worker/counselors(s)
  • Teacher aid/assistant teacher
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Art room
  • Cafeteria
  • Gym
  • Internet access
  • Library
  • Music room
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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and more! Get started »

Sports

Boys sports
  • Flag football

Arts & music

Music
  • Instrumental music lessons
Performing arts
  • Dance
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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1650 West Cornelia Avenue
Chicago, IL 60657
Phone: (773) 534-5484

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