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GreatSchools Rating

Jackson A Elementary Language Academy

Public | K-8

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 1 rating
2012:
Based on 8 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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52 reviews of this school


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Posted March 25, 2007

150 words are not enough to express my satisfaction and admiration of Andrew Jackson Language Academy. The teachers who I know there are professional and seem to really care a lot about the children and I think that probably applies to all the teachers from my observations. High standards for appropriate and respectful behavior are encouraged and the kids are well mannered. The school is very clean and parents are involved and the scores are high. The principal is wonderful. Whenever I've talked with her, she gives her full attention and clearly explains issues with a huge knowledge base, experience, and kindness. The Japanese language class is fun and the expectations for a good amount of homework and practice are well known by the student and the parent. A+ for this school.
—Submitted by a parent


Posted March 22, 2007

the incredible dedication of its principal and teaching staff and the active Parent Council make this school excel. The principal is always there for parents and kids. Whenever the children are entering,leaving,or going on field trips she is there. She comes to the parties we have for the children and staff. The teaching staff is very ready to work with parents to help children overcome diffculties - in every grade they have helped my son with extra activities. The Parent Council is very active and parents are welcome in the classrooms. The principal always looks out for the good of the whole student body, and if you want 'special treatment' that conflicts with this goal, its unlikely that you will get it here. Expect fair and equal treatment.
—Submitted by a parent


Posted September 19, 2006

Jackson is a great school with a lot of potential. The Languages offered are excellent, but the changes from language to language can disaapoint the children. The principal has no concern for change. The school needs to change some of its ways of communication with parents and students. There needs to be more cultural awareness for all, especially for the African American students. Overall the education is great, but the principal needs more people skills.
—Submitted by a parent


Posted September 8, 2006

Can't say enough positive about this school. The teacher's are excellent and the homework challenging. The environment is nurturing. I attribute a lot of the success of this school to the leadership of the principal, who is very involved and personable. My daughter wakes up in the morning eager to go to school, which says it all.
—Submitted by a parent


Posted July 6, 2006

I believe that A. Jackson is a good school but the Principal is doing the school a great injustice with her inflexible nature.
—Submitted by a parent


Posted March 31, 2006

great staff, positive learning environment, diverse student body that benefits everyone, principal has what it takes.
—Submitted by a parent


Posted March 23, 2006

We Love AJLA. The academics are tough and the students receive lots of homework but the test results speak for themselves. The principal, staff and caring teachers make AJLA feel like a second home to my daughters. More than one teacher has offered to stay late or show up early to give extra help in a subject . The racial diversity of this school is unbeatable, my girls have friends from all parts of our city. I feel that the school can offer much more in the extracurricular activities. Parent involement is very strong.
—Submitted by a parent


Posted December 8, 2005

The Academic Program involves a tremendous amount of homework. Their main source of helping children is referring them to outside tutoring programs. The children who graduate live around the school are most likely get admission in to the top high school in the vicinity. The school has art, music, sports and computer class. Parent involvement is average.
—Submitted by a parent


Posted October 1, 2005

the academics at this school are excellent and advanced. The teachers are well educated. The prinicpal sticks up for her school. My only complaint is the draconian discipline. In my son's first year he had quite a bit of damage to his self esteem due to AJLA's method of discipline for the incoming kindergartners. I can understand giving a smiley face or a star to students listening well and behaving, but to make a child sign their own name on a 'sad face' in front of the class if they didn't follow directions even once is excessive. No point to requesting another means of less humiliating discipline. With Chicago's schools so bad, AJLA can operate as it suits them they know parental options for other schools is small. Academics are great, but children who are absent-minded or shy are at a disadvantage. expect them to come home crying alot in Kindergarten.
—Submitted by a parent


Posted March 2, 2005

I am currently a college student here in Chicago, I went to AJLA when I was younger. Of all the schools I attended, I specifically remember Andrew Jackson. I truly love this school, and when I have children, they WILL be enrolled in AJLA. I am very fluent with other languages because of the wonderful language program, I also received a head start on computers because of the advanced computers and advanced updated computer software. The library was truly one of the biggest and best, where the librarian made it easy for use to look up books, and I had a ball in gym, with Coach R. Overall, my learning experience in the classroom was the best. My teachers explained the work easily and made class fun and adventurous. Thank you AJLA!
—Submitted by a former student


Posted February 17, 2005

LOVED This school. I'm curretnly in college-- and I still have very fond memories of Andrew Jackson Elementary Language Academy! Teachers are there to motivate the students. Both teachers and parents are very involved with each students learning experience. The school is very diverse, enabling me to learn tons about other culturs that I know I wouldn't have learned before. Coming to college, I see myself as having an advantage *because* I attended Jackson. I highly recommend this school to every parent. It was the greatest school I'd ever attended
—Submitted by a former student


Posted June 1, 2004

Nicely designed, this school is spacious, bright & clean. Highlights include a wonderful language and library program, recess, gym, art, music, & computer lab. However, this is a very traditional school that places emphasis on conformity and test scores. Repitition and following directions preside over a very rigid, one-size-fits-all curriculum. Discipline within the primary grades include daily placement of children's names on a happy or sad face. Though safety & bullying issues are of great concern, there is little tollerance for age-appropriate behavior. Of course there are those of exception, but overall I find this school's culture non-differentiated, controlling & impersonal.
—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

 
 
84%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
95%

2012

 
 
99%

2011

 
 
100%

2010

 
 
95%
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

 
 
91%

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
91%

2012

 
 
97%

2011

 
 
95%

2010

 
 
97%
Science

The state average for Science was 81% in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
97%

2010

 
 
100%
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

 
 
83%

2012

 
 
99%

2011

 
 
100%

2010

 
 
97%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
81%

2012

 
 
97%

2011

 
 
98%

2010

 
 
95%
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

 
 
94%

2012

 
 
99%

2011

 
 
97%

2010

 
 
100%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
91%

2012

 
 
100%

2011

 
 
95%

2010

 
 
99%
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

 
 
89%

2012

 
 
93%

2011

 
 
98%

2010

 
 
100%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
91%

2012

 
 
97%

2011

 
 
98%

2010

 
 
97%
Science

The state average for Science was 79% in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
95%

2010

 
 
100%
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

 
 
86%

2012

 
 
97%

2011

 
 
100%

2010

 
 
100%
Reading

The state average for Reading was 60% in 2013.

2013

 
 
79%

2012

 
 
97%

2011

 
 
98%

2010

 
 
100%
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 Students84%
Female77%
Male93%
Black50%
Asian100%
Hispanic93%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White86%
Low income62%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities86%
English language learnersn/a

Reading

All Students95%
Female91%
Male100%
Black93%
Asian100%
Hispanic100%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White86%
Low income95%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities95%
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 Students91%
Female84%
Male97%
Black78%
Asian100%
Hispanic83%
Multiracialn/a
Native Americann/a
White100%
Low income82%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities90%
English language learnersn/a
Migrantn/a

Reading

All Students91%
Female87%
Male94%
Black89%
Asian100%
Hispanic67%
Multiracialn/a
Native Americann/a
White100%
Low income86%
Non-low income93%
Students with disabilities (IEP)n/a
Students without disabilities92%
English language learnersn/a
Migrantn/a

Science

All Students95%
Female90%
Male100%
Black89%
Asian100%
Hispanic92%
Multiracialn/a
Native Americann/a
White100%
Low income96%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities95%
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 Students83%
Female89%
Male74%
Black57%
Asian100%
Hispanic79%
Multiracialn/a
Native Americann/a
White94%
Low income87%
Non-low income82%
Students with disabilities (IEP)n/a
Students without disabilities85%
English language learnersn/a
Migrantn/a

Reading

All Students81%
Female87%
Male74%
Black50%
Asian92%
Hispanic79%
Multiracialn/a
Native Americann/a
White100%
Low income73%
Non-low income84%
Students with disabilities (IEP)n/a
Students without disabilities85%
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 Students94%
Female90%
Male97%
Black70%
Asian100%
Hispanic94%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income96%
Non-low income93%
Students with disabilities (IEP)n/a
Students without disabilities93%
English language learnersn/a
Migrantn/a

Reading

All Students91%
Female80%
Male100%
Black60%
Asian100%
Hispanic88%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income88%
Non-low income93%
Students with disabilities (IEP)n/a
Students without disabilities90%
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 Students89%
Female88%
Male92%
Black75%
Asian100%
Hispanic83%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income92%
Non-low income87%
Students with disabilities (IEP)n/a
Students without disabilities90%
English language learnersn/a
Migrantn/a

Reading

All Students91%
Female93%
Male88%
Black69%
Asian100%
Hispanic95%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income85%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities92%
English language learnersn/a
Migrantn/a

Science

All Students95%
Female95%
Male96%
Black88%
Asian100%
Hispanic95%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income92%
Non-low income97%
Students with disabilities (IEP)n/a
Students without disabilities95%
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 Students86%
Female90%
Male80%
Black75%
Asian100%
Hispanic69%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income80%
Non-low income89%
Students with disabilities (IEP)n/a
Students without disabilities87%
English language learnersn/a
Migrantn/a

Reading

All Students79%
Female87%
Male65%
Black53%
Asian100%
Hispanic62%
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White100%
Low income69%
Non-low income84%
Students with disabilities (IEP)n/a
Students without disabilities81%
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

What is the GreatSchools Rating?

The GreatSchools rating is a simple tool for parents to compare schools based on test scores, student academic growth, and college readiness. It compares schools across the state, where the highest rated schools in the state are designated as “Above Average” and the lowest “Below Average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child's and family's needs as part of the school selection process.

 
Above average

Test score rating
Student growth rating

1-3 Below Average

4-7 Average

8-10 Above Average

 

How schools in the state rate:

26%
of schools in the state are Below average
46%
of schools in the state are Average
28%
of schools in the state are Above average

Breaking down the GreatSchools Rating

The graphs below compare this school's results in each area to other schools in the district and state.

Test score rating 20131What's this?

Test score rating examines how students at this school performed on standardized tests compared with other schools in the state.

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District
State
1
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8
9
10

Student growth rating 20132What's this?

Student growth rating measures whether students at this school are making academic progress over time. Specifically, the rating looks at how much progress individual students have made on reading and math assessments during the past year or more.

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This school
District
State
1
2
3
4
5
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8
9
10

Math growth at this school

Above average

Reading growth at this school

Above average


1 Test scores are based on 2012-13 ISAT results from the state of Illinois.

2 This rating is based on 2012-13 value table growth scores from the state of Illinois.

Student ethnicity

Ethnicity This school State average
Hispanic 25% 24%
Asian or Asian/Pacific Islander 24% 4%
White 24% 51%
Black 23% 18%
Two or more races 4% 3%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2011-2012

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Music
  • Instrumental music lessons
Media arts
  • Graphics

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • Spanish

Health & athletics

School facilities
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Matthew Raymond Ditto

Programs

Foreign languages taught
  • Chinese (Mandarin)
  • Spanish

Resources

Transportation options
  • Buses/vans for students only
School facilities
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Computer lab
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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Sports

Boys sports
  • Baseball
  • Basketball

Arts & music

Music
  • Instrumental music lessons
Media arts
  • Graphics
Note: Data provided by community members,
needs to be verified by school leaders.

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1340 West Harrison Street
Chicago, IL 60607
Phone: (773) 534-7000

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