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Teacher quality
Principal leadership
Parent involvement
very good school excellent teachers great dierctors great bank manger not alot of bullying their is approite launge . great assembleys great princiables strong leadership my daughter loves cics bucktown if you love your child bring them to 228 S. Wabash CIS Bucktown
—Submitted by a parent
CICS Irving Park is very impressive (note: test scores are lumped with all CICS campuses). My son is a 2009-2010 Kindergartener. His teacher is highly qualified, motivated and experienced. The Principal and V. Principal are outstanding. Overall teacher quality is top-notch. Academics are rigorous; progress closely monitored; expectations high (especially compared with regular CPS schools). Discipline focuses on positive reinforcement. School spirit and responsible behavior is rewarded during monthly assemblies where "Green Team" kids are applauded and cheered by peers and parents who are welcome to attend and do. Every morning my son is welcomed to school with big smiles and enthusiastic Good Mornings from the staff often the Principal and/or Vice Principal. I feel my son is in a safe, supportive, positive learning environment. We are very fortunate. I highly recommend this school.
—Submitted by a parent
Red letters are for discipline problems, it is to inform the parent that your child did not follow the rules. All schools should have the kind of system.
—Submitted by a parent
My son has attended CICS-Ralph Ellison for 2 years now and I am quite pleased. He attended a catholic grammer school and the grades were not always good and he was in trouble a lot...mostly because he was not being challenged enough. Once starting at Ralph Ellison he was a totally different child. I am quite pleased with the curriculm as it does prepare the student for college. The new principal and staff are great. I think if the students come in with an open mind and positive attitudes, they will certainly learn a lot.
—Submitted by a parent
CICS-Irving Park: We have a child in K and are pleased with the tailored learning approach. Our child has made tremendous progress this past year. The school also welcomes parental involvement. The administration is involved and present. The teachers are more than qualified. It's a gem in the CPS system. CICS-IP has exceeded our expectations. I wish they published the test results for the individual CICS campuses.
—Submitted by a parent
CICS-Irving Park. I regret the decision I made sending my son to this school. The teachers are so unexperienced, it's pitiful. We are very involoved in the school and our sons education. Irving Park don't have any clue of dealing with children who might need extra help with academics or behavior. They would rather send 50 red letters, and repeat childrens grade level (which I know now is a scare tatic so that you can pull your kid out, and they can make their quota in the limited time they have). Very, very sad! I'm looking into Virtual school or our local Public school. My son deserves the best, and this school isn't it.
—Submitted by a parent
I am sorry that the previous parent feels the way that they do but I am a parent that had a K5 student enrolled. I was involved with the school and I only have great things to say about the school. The faculty is wonderful, the principal is awesome and the teachers are very well educated and care about their students. Yes, it was the first year and things had to be adjusted but that goes for anything new. It is our jobs as parents to be our children first teacher and help the school in doing their job effectively and not expect them to be the parent but a teacher is only suppose to enhance what a parent has already instilled in their child. In short the school is very good!!!
—Submitted by a parent
CICS - Loomis Primary Academy: 2008 was the first official year for this new campus and my son attended in K5. The best way to describe this school is inexperienced teachers coupled with an inexperienced staff. The school got so out of control that they called in staff from another school to come in and train the teachers on how to deal with behavior issues. I mean really this is a bunch of K5 - 2nd graders!
—Submitted by a parent
CICS-Irving Park Campus. Kudos on the academia. My children have really learned and made successful gains in reading and math. Poor follow through and communication among administration and staff. The school does not teach cursive writing and allowed the students to publish books with several grammatical errors (teachers did not help to edit???) Do not expect a quick response from either the principal or assistant principal (if you get one at all - I still do not know what the assistant looks like). However, the Dean and school secretaries do respond in a timely manner. There are no science labs or computer classes. School committees are too involved in raising funds to build a new playground (apparently the perfectly good one that exists does not meet their standards) rather than raise money to create a computer lab or science lab or even an actual library.
—Submitted by a parent
Irving Park Campus- Please note that scores are for all 11 campuses. Some are performing above and others significantly below the average posted for all CICS schools. My child previously attended the gifted program at CPS. Once he arrived at CICS-Irving Park it was a shock to see how many skills he was lacking. In the year and a half that he has attended the Irving Park campus, he has grown tremendously in both skills and confidence. I am always in awe of the positive school feel, the attentive teachers, and the helpful administrative staff. I do refer friends and family to the school. A niece now attends.
—Submitted by a parent
CICS Bucktown. I have three children at CICS Bucktown and cannot say enough about the quality education, curiculum and the helpful attitude of the teachers. I have not seen a major turnover in teachers at the Bucktown campus. Most of the teachers really care about the students they are available to discuss just about any aspect of your childs development. They have afterschool programs that help, they are strict but it really is in your childs best interest. If they notice that you care about your childs education they will do everything they can to help you help them. Another parent critisized the school Pricipal for not responding to thier inquireies, I have not had that experience on the contrary I think it is a vote of confidence that his own children are pupils at this school. The only problem I have seen is with some of the parents.
—Submitted by a parent
I entered my two children into the 4th and 6th grades and was not happy with the results. My daughter was in 4th grade and was very bored. My son was in 6th and was struggling and did not receive very help. His math teacher told me not to get any outside help like a tutor and so he did not do very well. He was failing math and was not getting any help that was badly needed. The teachers talk to the students as if they are their peers. I do not agree with their rules as well. The principal does not return your emails or phone calls he would rather you work your way up the ladder before he is bothered. Think twice before going to CICS Bucktown campus
—Submitted by a parent
In reference to CICS Longwood Academy elementary school . My first year (2005/06) was an absolute disgrace because the teacher was new to the school and straight out of college. Well, after the end of the second quarter I felt the time for change was due. My goal was to switch my child to a different teacher within the school. A teacher that showed experience, knowledge and driven to make a difference in the quality of education my child would receive. I spoke with the elementary principal who advise I could not switch to another teacher. Needless to say I was extremely upset, however my husband reassure me that not all teachers are the same. He was right, the first grade teacher Ms. Dixon-Smith is an absolute God-send. She believes in teaching, discipline, rewards and positive development from each of her students.
—Submitted by a parent
My son attends CICS Ralph Ellison Campus and I truly love the principal and the school. They are way more advanced than most magnet highschools. The principal and staff genuinely care about the students well-being. They expect for them to exceed in all that they do. I feel that CICS Ralph Ellison offers more for the students than CPS can ever. They have laptops to use and they have new books. And I especially like the fact that all of the subjects teach on one specific topic. If the topic that the students are learning about is Global Warming, then they are teaching that in Algebra, Science, Spanish, etc. I recommend the school to everyone who has a child that they want to go to college.
—Submitted by a parent
First, please checkout the individual school. These test scores are for all the schools combined. Which means the higher testing schools are pulling up the other schools. My children's school was sitting at 43% across the board. I have been very displeased with expectations of the teachers. The students were not challenged enough. In addition to, great turnover of teachers and administrators from year to year. Of the 400+ students the PTA had about 10 active members. There were no continuous or actively funded afterschool activities for the children, except for a chosen few in aftercare. The school sported a band, however, they only practiced 2x a week during lunch period so the children never became very good with the expensive instruments. Because of the discipline problem, the school turned into a mini prison; including no talking during lunch. The charter school promised much but delivered little. Signed Parent and Teacher
—Submitted by a parent
If you are looking for a quality education for your child Longwood is not the place. The administration in charge doesn't have your child's best interest at hand and they are very hard to contact and communicate with. They have set up a system that has made it hard to communicate with teachers also. The curriculum needs to be reevaluated and more extracurricular activities need to be implemented.
—Submitted by a former student
This is my daughter's 7th year at the CICS- Washington Park Campus. Since then she has been the most stable factor in her school experience. Since 4th grade this class had lost at least one teacher during the school year.When replacing the teacher it takes the school such a long time. This year the 7th grade teacher had already resigned. I wonder how long it will be before they replace this teacher. I feel that this class as been missing an extremely important piece to their learning experience. An they wonder why the children are difficult to manage.
—Submitted by a parent
My story: I came from a private school where I was performing very badly. I never had a good report card and I was always in trouble. CICS'curiculum, teachers and general desire to see kids learn and perform with
—Submitted by Andrea Williams, a former student
Longwood Campus- My experience with the administration has been horrible. You have to go through leaps and bounds to speak to the real person in charge. I was unaware of a problem that my kindergardener had at school until he just so happened to mention it at home. After numerous attempts to speak with the problem teacher. I never received a phone call back. So, I took a half day off work to go into the school office. After waiting 45 minutes which, at the time the problem had been going on for about a month due to the lack of communication from the teacher. I finally was allowed to meet with someone, only to be rushed from one office to the next, and then finally out of the shcool b/c everyone was rushing to attend a staff meeting. Now, 2mos later, and the resolution is still being shuffled among admistrators.
—Submitted by a parent
has lots of opportunities for parents to be involved.
—Submitted by a former student
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.
Grade level
The state average for Math was 88% in 2012.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
4847 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.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
4847 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
1972 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.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
4847 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.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 82% in 2012.
4847 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.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
4847 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
1972 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.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 86% in 2012.
4847 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 | 89% |
| Female | 91% |
| Male | 87% |
| Black | 85% |
| Asian | n/a |
| Hispanic | 96% |
| Multiracial | n/a |
| White | 100% |
| Low income | 88% |
| Non-low income | 97% |
| Students with disabilities (IEP) | 62% |
| Students without disabilities | 92% |
| English language learners | 90% |
| All Students | 76% |
| Female | 81% |
| Male | 71% |
| Black | 72% |
| Asian | n/a |
| Hispanic | 82% |
| Multiracial | n/a |
| White | 94% |
| Low income | 74% |
| Non-low income | 95% |
| Students with disabilities (IEP) | 29% |
| Students without disabilities | 81% |
| English language learners | 59% |
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 | 88% |
| Female | 92% |
| Male | 84% |
| Black | 86% |
| Asian | 100% |
| Hispanic | 93% |
| Multiracial | 73% |
| White | 100% |
| Low income | 87% |
| Non-low income | 95% |
| Students with disabilities (IEP) | 61% |
| Students without disabilities | 91% |
| English language learners | 67% |
| All Students | 70% |
| Female | 75% |
| Male | 64% |
| Black | 66% |
| Asian | 100% |
| Hispanic | 79% |
| Multiracial | 64% |
| White | 92% |
| Low income | 69% |
| Non-low income | 79% |
| Students with disabilities (IEP) | 30% |
| Students without disabilities | 75% |
| English language learners | 29% |
| All Students | 72% |
| Female | 73% |
| Male | 71% |
| Black | 66% |
| Asian | 100% |
| Hispanic | 85% |
| Multiracial | 64% |
| White | 92% |
| Low income | 70% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 48% |
| Students without disabilities | 75% |
| English language learners | 46% |
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 | 79% |
| Female | 82% |
| Male | 76% |
| Black | 77% |
| Asian | n/a |
| Hispanic | 84% |
| Multiracial | n/a |
| White | n/a |
| Low income | 78% |
| Non-low income | 93% |
| Students with disabilities (IEP) | 31% |
| Students without disabilities | 85% |
| English language learners | 61% |
| All Students | 69% |
| Female | 71% |
| Male | 68% |
| Black | 66% |
| Asian | n/a |
| Hispanic | 78% |
| Multiracial | n/a |
| White | n/a |
| Low income | 68% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 12% |
| Students without disabilities | 76% |
| English language learners | 46% |
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 | 81% |
| Female | 85% |
| Male | 78% |
| Black | 78% |
| Asian | n/a |
| Hispanic | 90% |
| Multiracial | n/a |
| White | 88% |
| Low income | 81% |
| Non-low income | 87% |
| Students with disabilities (IEP) | 51% |
| Students without disabilities | 85% |
| English language learners | 72% |
| All Students | 76% |
| Female | 84% |
| Male | 68% |
| Black | 73% |
| Asian | n/a |
| Hispanic | 82% |
| Multiracial | n/a |
| White | 88% |
| Low income | 75% |
| Non-low income | 82% |
| Students with disabilities (IEP) | 32% |
| Students without disabilities | 81% |
| English language learners | 48% |
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 | 78% |
| Female | 80% |
| Male | 75% |
| Black | 73% |
| Hispanic | 91% |
| Multiracial | n/a |
| White | 92% |
| Low income | 76% |
| Non-low income | 90% |
| Students with disabilities (IEP) | 42% |
| Students without disabilities | 84% |
| English language learners | 75% |
| All Students | 70% |
| Female | 75% |
| Male | 64% |
| Black | 65% |
| Hispanic | 84% |
| Multiracial | n/a |
| White | 85% |
| Low income | 68% |
| Non-low income | 79% |
| Students with disabilities (IEP) | 27% |
| Students without disabilities | 77% |
| English language learners | 42% |
| All Students | 67% |
| Female | 70% |
| Male | 65% |
| Black | 61% |
| Hispanic | 85% |
| Multiracial | n/a |
| White | 92% |
| Low income | 65% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 28% |
| Students without disabilities | 74% |
| English language learners | 33% |
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 | 80% |
| Female | 83% |
| Male | 77% |
| Black | 77% |
| Hispanic | 87% |
| Multiracial | 87% |
| White | n/a |
| Low income | 79% |
| Non-low income | 92% |
| Students with disabilities (IEP) | 33% |
| Students without disabilities | 86% |
| English language learners | n/a |
| All Students | 82% |
| Female | 87% |
| Male | 77% |
| Black | 79% |
| Hispanic | 90% |
| Multiracial | 100% |
| White | n/a |
| Low income | 81% |
| Non-low income | 92% |
| Students with disabilities (IEP) | 28% |
| Students without disabilities | 89% |
| English language learners | 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
The state average for Math was 52% in 2012.
4841 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 51% in 2012.
4847 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 52% in 2012.
1972 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Illinois used the Prairie State Achievement Examination (PSAE) to test students in grade 11 in reading, math and science. The PSAE 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 | 21% |
| Female | 17% |
| Male | 25% |
| Black | 10% |
| Asian | 50% |
| Hispanic | 40% |
| Multiracial | n/a |
| White | 42% |
| Low income | 19% |
| Non-low income | 32% |
| Students with disabilities (IEP) | 12% |
| Students without disabilities | 23% |
| English language learners | n/a |
| All Students | 26% |
| Female | 25% |
| Male | 27% |
| Black | 16% |
| Asian | 43% |
| Hispanic | 39% |
| Multiracial | n/a |
| White | 68% |
| Low income | 25% |
| Non-low income | 33% |
| Students with disabilities (IEP) | 12% |
| Students without disabilities | 29% |
| English language learners | n/a |
| All Students | 23% |
| Female | 18% |
| Male | 28% |
| Black | 12% |
| Asian | 50% |
| Hispanic | 33% |
| Multiracial | n/a |
| White | 78% |
| Low income | 22% |
| Non-low income | 30% |
| Students with disabilities (IEP) | 12% |
| Students without disabilities | 25% |
| English language learners | n/a |
In 2011-2012 Illinois used the Prairie State Achievement Examination (PSAE) to test students in grade 11 in reading, math and science. The PSAE 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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Grade 11
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All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 70% | 18% | ||
| Hispanic | 24% | 23% | ||
| White | 4% | 51% | ||
| Asian | 1% | 4% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% |
| Colleges most students attend after graduation |
Northwestern University University of Michigan Spelman College |
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| Students typically attend these schools after graduating | Northwestern University University of Michigan Spelman College |
| College preparation / awareness offered | Summer college prep programs College prep programs/courses during the year School-sponsored trips to college campuses College presentations or information sessions SAT/ACT prep classes |
11 E Adams St Ste 600
Chicago,
IL 60603
Website: Click here
Phone: (312) 651-5016
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