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Teacher quality
Principal leadership
Parent involvement
Palmer is a regular chicago public school. You've got teachers who really care and go the extra mile and otheres that just are bad. Some of the teachers are very mean, othere teachers have no athority in there own class. One of my daughters teacher collected money for a field trip that never happend and wasn't ok'd buy the princable. She never refunded the money. Big problems with bullies, girls like to presure othere girls to fight after school. The school rarely returns phone calls, Princable is always in a meeting. During the winter a child broke his leg walking into the school. Because of ice all over the place. I watched the EMT's put the boy on a stretcher I asked the Princable if the need money salt, we all could donate so this doesn't happen, no answer. Later I see a huge bag of rockk salt right by the entrence. Aparently they don't care enough to use it. There are some truely wonderful staff and teachers but not enough.
—Submitted by a parent
Because they have people who care from top to bottom.
—Submitted by a parent
I think the principal, teachers and staff are working extremely hard to make this a top school in the district on both an academic and social/emotional level. A major strength is our diverse community of families who make up our school community. If you make just the slightest effort you'll find that our parents are so open, welcoming, and helpful - everyday it's a joy to meet and talk with other parents, grandmothers and grandfathers who care so much about the well being of their kids. I'm confident, based on the turnout at the first parent meeting and open house, that with we will continue to build on our strengths and exceed our goals for the year!
—Submitted by a parent
I love this school because they care about all the children and want the best for them
—Submitted by a parent
I used to work at Palmer (relocated to Denver)! The great staff (co-workers), students, and parents made the school work so well. I will always have fond memories:)
—Submitted by a parent
It is an exciting time of change, and the school is a great place for learning.
—Submitted by a parent
If you want excellent teachers that actually care about each individual student, this is the school you want. If you want diversity throughout the school, this is the school you want. If you want help, advice and understanding regarding any personal situations or help with your child, this is the school you want! My son will be graduating from here in June and I can't thank everyone here enough for helping us and supporting him since the 2nd grade, everyone will truly be missed and I can only hope that financially things will get better for me so I can be blessed enough to put his brothers and sisters back at this school so they can thrive , grow and prosper as he did!
—Submitted by a parent
In the last year Palmer has come up from poor leadership to a great leadership team. The Local School Council and the staff worked hard to find Mr. Anderson and it was a great choice. The teachers now have support, discipline, and with that comes a great learning environment and students' ownership to the school. It is a great neighborhood school that will only get better. You can't go wrong with this school.
—Submitted by a teacher
There are a lot of changes going on, including a new music program, and looks to have a great future.
—Submitted by a parent
The Palmer community is very fortunate to have Don Anderson as their new leader. I wonder how many parents realize he was responsible for training new CPS principals prior to accepting the principal job at Palmer? Together with Mr. Frede, the new AP, they have improved the curriculum, addressed ESL and Special Ed issues, cleaned up the campus, supported after school activities such as the new music program, upgraded textbooks, got the tech lab up and running, finally we have a library where the kids can actually borrow books...the list goes on and on. The teachers, a change-resistant lot, have embraced his leadership because his ideas are sensible and well thought out. Yes, he is difficult to reach on the phone because he is always on the go, not sitting at his desk. Stop by the school office and he will make time to talk to you, he is extremely personable.
—Submitted by a parent
Palmer is so much better than it was in past years. The new principal is wonderful and is really starting to challenge the teachers to do their best, and provide them with the training and professional development to grow in their profession. He is providing teachers and parents with more resources. The school is neat and clean finally and security is tighter. Parents are not allowed to roam the halls and this also keeps out any other strangers from walking around unattended. Communication is better, I don't know why the previous reviewer said it wasn't. Parents are encouraged to talk directly to their student's teachers instead of going through him it means clearer communication. The afterschool programs are much better than last year, and we now have a great music program. Parents like the new curriculum also. The teachers worked hard to recover from the previous mismanagement of the last principal.
—Submitted by a parent
Palmer was a better school in the old principal's time. We would communicate with her all the times. The new principal who started this year gemerally doesn't answer the calls and never return the calls. Therefore when parents have any problem with a teacher or anything else they cannot addess their concerns to the principal. Poor principal leadership.
I have two son's that attend palmer school. I have a first grader and a fourth grader. We only have been at palmer school for little over a year. This school is wonderful and the teachers are excellent on how and what they teach.
—Submitted by NATALIE VERDINO, a parent
I can't say enough good things about Palmer. My daughter is in the 3rd grade and compared to other kids her age much more advanced in reading and language skills especially. I never was much of a reader but find it to be crucial for her development. This school has far exceeded my expectations. I firmly believe this is due to the dedicated teachers and outstanding principal and vice-principal. Great School!
—Submitted by a parent
Great school wonderful kindergarden teachers which is so important I found that my older children learn more from these teachers at this school then my youngest did at another school.
—Submitted by a parent
I am a former student. It was because of the teachers at this school that I have a love for reading. The things I remember most are the way teachers set a standard for the students academic success. They would consistently raise the bar for each person, but in the process keeping us distracted by making it fun. I miss grammer school, really I miss Palmer. Thanks for giving me as much guidance as you did - for as long as you could.
—Submitted by Maria Ramos, a former student
For a school of approximately 900 students, the halls and classrooms are immaculate and order is maintained. Leadership from the principal and assistant principal is excellent, although both are nearing retirement age so succession is an issue. My major concern stems from the lack of an honors program for students performing above the norm. The response is always 'test for a gifted or magnet school' but with so few available seats in these types of schools, it would be wonderful if Palmer would take a stand and make this a priority.
—Submitted by a parent
The focus at this school seems to be reading, which is great. Early on, students are asked to do book reports and read at least 20-30 minutes a day. However, there doesn't seem to be a different learning 'track' or program if your child happens to be one of the slower/quicker learner in the classrooms. The focus is on maintaining an average level, rather than challenging those who are ready to move forward. Unfortunately, the school seems to dismiss the value of recess, computer classes, music and other such cirriculum. This is probably due to lack of funding and - I think - a huge downfall to an otherwise decent school.
—Submitted by a parent
I recently moved to Los Angeles and everything my 8 year old daughter is learning in her new school she has learned in 1st grade. Palmer was a very in-depth and hands on school. They're curriculum was challenging. If I could I would put my daughter right back in there. I would highly recommend this school.
—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.
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 state average for Math was 88% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
The state average for Math was 88% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
The state average for Math was 84% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
The state average for Math was 85% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 82% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
The state average for Math was 85% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
The state average for Math was 85% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 86% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
Source: Illinois State Board of Education
| All Students | 82% |
| Female | 79% |
| Male | 84% |
| Black | n/a |
| Asian | 92% |
| Hispanic | 79% |
| Multiracial | n/a |
| White | 83% |
| Low income | 80% |
| Non-low income | 93% |
| Students with disabilities (IEP) | 50% |
| Students without disabilities | 89% |
| English language learners | 74% |
| Migrant | n/a |
| All Students | 64% |
| Female | 69% |
| Male | 61% |
| Black | n/a |
| Asian | 92% |
| Hispanic | 54% |
| Multiracial | n/a |
| White | 69% |
| Low income | 60% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 19% |
| Students without disabilities | 74% |
| English language learners | 37% |
| Migrant | n/a |
In 2011-2012 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.
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
| All Students | 83% |
| Female | 89% |
| Male | 78% |
| Black | n/a |
| Asian | 93% |
| Hispanic | 80% |
| Multiracial | n/a |
| White | 80% |
| Low income | 80% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 33% |
| Students without disabilities | 91% |
| English language learners | 42% |
| All Students | 66% |
| Female | 81% |
| Male | 55% |
| Black | n/a |
| Asian | 80% |
| Hispanic | 60% |
| Multiracial | n/a |
| White | 63% |
| Low income | 60% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 17% |
| Students without disabilities | 74% |
| English language learners | 6% |
| All Students | 65% |
| Female | 81% |
| Male | 52% |
| Black | n/a |
| Asian | 80% |
| Hispanic | 61% |
| Multiracial | n/a |
| White | 56% |
| Low income | 58% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 25% |
| Students without disabilities | 71% |
| English language learners | 11% |
In 2011-2012 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.
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
| All Students | 76% |
| Female | 77% |
| Male | 75% |
| Black | n/a |
| Asian | 90% |
| Hispanic | 78% |
| Multiracial | n/a |
| Native American | n/a |
| White | 60% |
| Low income | 74% |
| Non-low income | 92% |
| Students with disabilities (IEP) | 36% |
| Students without disabilities | 81% |
| English language learners | 17% |
| Migrant | n/a |
| All Students | 67% |
| Female | 73% |
| Male | 61% |
| Black | n/a |
| Asian | 69% |
| Hispanic | 71% |
| Multiracial | n/a |
| Native American | n/a |
| White | 57% |
| Low income | 65% |
| Non-low income | 83% |
| Students with disabilities (IEP) | 18% |
| Students without disabilities | 74% |
| English language learners | 6% |
| Migrant | n/a |
In 2011-2012 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.
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
| All Students | 75% |
| Female | 77% |
| Male | 73% |
| Black | n/a |
| Asian | 86% |
| Hispanic | 68% |
| Multiracial | n/a |
| Native American | n/a |
| White | 81% |
| Low income | 72% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 27% |
| Students without disabilities | 80% |
| English language learners | 31% |
| Migrant | n/a |
| All Students | 75% |
| Female | 77% |
| Male | 73% |
| Black | n/a |
| Asian | 81% |
| Hispanic | 74% |
| Multiracial | n/a |
| Native American | n/a |
| White | 74% |
| Low income | 72% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 18% |
| Students without disabilities | 81% |
| English language learners | 19% |
| Migrant | n/a |
In 2011-2012 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.
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
| All Students | 84% |
| Female | 87% |
| Male | 82% |
| Black | n/a |
| Asian | 95% |
| Hispanic | 85% |
| Multiracial | n/a |
| White | 72% |
| Low income | 87% |
| Non-low income | 74% |
| Students with disabilities (IEP) | 44% |
| Students without disabilities | 93% |
| English language learners | 54% |
| Migrant | n/a |
| All Students | 72% |
| Female | 76% |
| Male | 69% |
| Black | n/a |
| Asian | 90% |
| Hispanic | 69% |
| Multiracial | n/a |
| White | 63% |
| Low income | 73% |
| Non-low income | 69% |
| Students with disabilities (IEP) | 22% |
| Students without disabilities | 83% |
| English language learners | 0% |
| Migrant | n/a |
| All Students | 81% |
| Female | 81% |
| Male | 82% |
| Black | n/a |
| Asian | 90% |
| Hispanic | 77% |
| Multiracial | n/a |
| White | 80% |
| Low income | 82% |
| Non-low income | 79% |
| Students with disabilities (IEP) | 28% |
| Students without disabilities | 93% |
| English language learners | 31% |
| Migrant | n/a |
In 2011-2012 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.
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
| All Students | 83% |
| Female | 90% |
| Male | 77% |
| Black | n/a |
| Asian | 75% |
| Hispanic | 94% |
| Multiracial | n/a |
| Native American | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 80% |
| Low income | 81% |
| Non-low income | 94% |
| Students with disabilities (IEP) | 41% |
| Students without disabilities | 92% |
| English language learners | 53% |
| Migrant | n/a |
| All Students | 84% |
| Female | 94% |
| Male | 74% |
| Black | n/a |
| Asian | 81% |
| Hispanic | 85% |
| Multiracial | n/a |
| Native American | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 85% |
| Low income | 80% |
| Non-low income | 100% |
| Students with disabilities (IEP) | 41% |
| Students without disabilities | 94% |
| English language learners | 43% |
| Migrant | n/a |
In 2011-2012 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.
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
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All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 45% | 23% | ||
| White | 33% | 51% | ||
| Asian | 16% | 4% | ||
| Hawaiian Native/Pacific Islander | 2% | 0% | ||
| Two or more races | 2% | 3% | ||
| Black | 1% | 18% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 24 | N/A | 17 |
| School Leader's name |
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| Extra learning resources offered |
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5051 N Kenneth Ave
Chicago,
IL 60630
Phone: (773) 534-3704
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