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Teacher quality
Principal leadership
Parent involvement
Their schools are slated for a turnaround ("restructuring") because they've failed to make AYP for 6 years now. Their CEO only has a B.A. in Communications from one of the lowest ranked universities in Illinois but he sure does pay himself a ton of money (more than the Mayor of Chicago) to run these failing schools. They also close the school on election day and try to bully the parents into voting a certain way. These schools go from bad to worse - yes they have flashy buildings - but the organization, its management, and its education outcomes stink! Don't put your kids in these schools as it's just a money making machine for local politicians and their cronies.
—Submitted by a parent
I am currently a senior at UNO- Garcia High school. I am thankful for my parents to have ever helped me apply to this high school! I know that if I were to have gone to another community high school, like Curie or Kelly, I'd probably be going through the wrong path. Yes, this school is strict but I grew to learn that it was for my well-being. This high schools targets to give the students the best education while feeling safe. They succeed in doing both. Throughout my three years, this year being four, in this high school, I can honestly say there hasn't been a case in which one of my colleagues or I have felt unsafe.The education is excellent. The teachers spend their time on the students more than themselves. The Archer Heights neighborhood is not dangerous. In addition, I had the opportunity to travel to China during my spring break. That once in a lifetime experience opened my eyes to my future. I now know that I want to study Mandarin further, and one day, use my knowledge to become someone. All in all, I highly recommend any student to go to this school! Special thanks to all UNO faculty for their hard work and commitment in helping students, like me, prepare for our future!
Bully Treachers. Director has no control over Teachers. Director is "new at this" and mistakes are "part of the learning process. Dont send your child here
—Submitted by a parent
UNO has about 10 different campuses, and while they each have to adhere to certain rules and procedures set down by the main offices, each also has its own local leadership, its own staff, and its own strengths and weaknesses. Don't judge any one school by anything that happens at any other.
I cannot speak for anyone else, but this is my experience of working for the UNO Charter Organization. I am nervous they will find out who this is; however, I would like want to know this information if I were looking for the best school for my child. As a teacher of 11 years & a member of the 5 member leadership team, I was ASTOUNDED by the inner workings of the organization. The focus is on image alone. There are so many injustices I could list. For example, after Katrina, many first generation Hispanics moved into the area for work. Esperanza opened its doors to that population which is wonderful! However, with about 200 students being Spanish-speakers, only 1 English Language Specialist was employed. Few teachers were bilingual, so many students sat in classrooms for 8 hours a day without assistance. In the 3 years that Esperanza was under UNO's management, there were 4 directors. From what I understand, as each one would voice opposition, they were let go. I can assure you if you visit an UNO school, the students will be dressed nicely, and there will be greeters who give you a scripted greeting, but I extremely bothered by how we underserved our students.
—Submitted by a teacher
My children both go to Carlos Fuentes. My daughter was fortunate to have Mr. Malone as a teacher in 8th grade. She still talks about him even though she is high school now. She reads more than she did before and he always kept in touch with me about the good and the bad. My daughter finally felt encouraged to do good in school. She also talks about the way he talked about his wife with much respect and love. It is too bad that my son could not be in his class.
—Submitted by a parent
Wihthin the UNO network of charter schools, Carlos Fuentes is one of the best, if not the best. It represents what Ray Budde (the man who originated the idea of charter schools in the United States) envisioned charter schools to be - institutions that demand the highest academic and behavioral standard from its student body. If your child is fortunate enough to attend Carlos Fuentes, he or she will receive a private school caliber experience. The highly competent no-nonsense faculty is run by a highly competent no-nonsense Director: Mr.Denneen. Carlos Fuentes sits beside a church; located in a safe cozy region, sequestered from mainline traffic on all sides, and surrounded by single family homes and two-flats. The upkeep of the landscaping is fantastic, and the janitorial staff does a superb job of keeping the school spotless. Children are dismissed in a secure and orderly fashion. Carlos Fuentes is a jewel.
—Submitted by a parent
I strongely feel uno has strong leadership towards the goal they will achieve. Sometimes parents need more involvment with their child's education invest in your kid, 7 parents those are the smart parents they are present an you worry about how many are here be the leader uno wants you to be,( that leader make something happen with our latino education.) go UNO!!
—Submitted by a parent
The teachers at UNO are all full hearted dedicated to what they do, and believe in what the children and what they can accomplish. Having this alternative has truly been a blessing for my family. The UNO dedication that the teachers have and supportive encouraging parents is truly the recipe for a successful child s mind!
—Submitted by a parent
I believe this school needs to close down my child has only been set behind instead of improving. The school is not a great school especially if you have an intelligent child this school just hinders the child not help them advanced not a school to choose
—Submitted by a parent
I am very disappointed with this school they think they are helping the students but no sir they are horrible thier extra activites are really nothing to brag about either close this school. I will never recommend this school to anyone absolutly not a great disapointment
—Submitted by a parent
These are not accurate facts. For one the UNO Charter schools is a network. Each campus is different. Some have good leadership, some have mediocre, some have bad. That is a direct reflection of the upper management. These schools do not pace emphasis on major aspects of a child's education. Research has shown that class size is a domineering factor when it comes to learning. This network claims that they can do just fine with large class sizes. Yes, this may be a better alternative to a neighborhood school in the city of Chicago, but it does say something about the education system as a whole in the city. This is just one example of how this Charter 'Network' does not meet the needs of students or parents. The list could go on and on. I do not offer an alternative but to say that each school should be evaluated.
I cannot say enough about the great teachers at Carlos Fuentes. My daughter has grown by leaps and bounds under the guidance of her great teachers, Ms. Fires and Ms. Thalken! A big thank you to the both of them!
—Submitted by a parent
Currently my children are attending Carlos Fuentes Charter School and I can not express how happy I am. Both my boys age 7 and 10 have improved greatly. I love the staff and love the structure they implement. Communication has been a great part of this through email/phone. My children have not only raised grades they have made new friends they love the teachers and are very happy to be part of UNO Carlos Fuentes Charter School. The Bustamante Family!
—Submitted by a parent
My daughter has attended Paz for two years with the same teacher. Being a charter school, I thought that it would be different from public but it's not. Parent involvement does not exist because I have went to parent meetings and only 7 parents would show up. There should also be a dean for girls because the present dean cannot and doen't know how to handle situations that arises from the young ladies. Leadership stinks and every year new teachers appear. Paz has a long way to go in my opinoin.
—Submitted by a parent
My son has attended Paz for 6 years. Each year there has been a shake up in leadership and staff. Students only have one year with a teacher, as the following year they will not be there. It makes it difficult for parents to have ongoing relationships with the staff to nurture the success of the children. Discipline is good at the school. Children are advised to treat school as their job, which I think is goood.
—Submitted by a parent
My two children have been attending paz for the last two years and they have learned a lot. Even though there is a huge lack of leadership in the school, safety is a huge concern due to the location, there is no extracurricular activities, and parent involvement does not exist. One great thing is the high concern and effort that the teachers apply.
—Submitted by a parent
This school is a great school. The teachers are great and friendly. I like the fact that they give progress reports. I want to know how my son is doing before the report cards come out.
—Submitted by a parent
My daughter is really learning a lot at Paz school. She is reading on a high level and her teacher motivates her to learn, reading books, and to always do her best. The teacher also encourages her to bring in outside things that correspond to the things that she is learning in class. The school also does family reading night one thursday out of the month, where they read books, and give away certificates to purchase books. I would love it if the school would offer extracurriculum activities.
—Submitted by Audrey Dunford, 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.
Grade level
The state average for Math was 88% in 2012.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
3340 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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 76% in 2012.
3340 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
1237 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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
3340 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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 82% in 2012.
3340 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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 78% in 2012.
3340 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 80% in 2012.
1237 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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 86% in 2012.
3340 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 | 87% |
| Male | 91% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 89% |
| Multiracial | n/a |
| White | n/a |
| Low income | 89% |
| Non-low income | 96% |
| Students with disabilities (IEP) | 70% |
| Students without disabilities | 91% |
| English language learners | 85% |
| All Students | 67% |
| Female | 71% |
| Male | 65% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| White | n/a |
| Low income | 67% |
| Non-low income | 84% |
| Students with disabilities (IEP) | 22% |
| Students without disabilities | 70% |
| English language learners | 47% |
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 | 87% |
| Female | 90% |
| Male | 85% |
| Black | 90% |
| Asian | n/a |
| Hispanic | 87% |
| Multiracial | n/a |
| White | n/a |
| Low income | 87% |
| Non-low income | 90% |
| Students with disabilities (IEP) | 69% |
| Students without disabilities | 89% |
| English language learners | 70% |
| All Students | 68% |
| Female | 74% |
| Male | 63% |
| Black | 60% |
| Asian | n/a |
| Hispanic | 68% |
| Multiracial | n/a |
| White | n/a |
| Low income | 68% |
| Non-low income | 76% |
| Students with disabilities (IEP) | 14% |
| Students without disabilities | 71% |
| English language learners | 27% |
| All Students | 73% |
| Female | 72% |
| Male | 74% |
| Black | 70% |
| Asian | n/a |
| Hispanic | 73% |
| Multiracial | n/a |
| White | n/a |
| Low income | 72% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 54% |
| Students without disabilities | 74% |
| English language learners | 45% |
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 | 78% |
| Male | 80% |
| Black | 55% |
| Asian | n/a |
| Hispanic | 79% |
| Multiracial | n/a |
| White | n/a |
| Low income | 78% |
| Non-low income | 91% |
| Students with disabilities (IEP) | 32% |
| Students without disabilities | 84% |
| English language learners | 54% |
| All Students | 65% |
| Female | 67% |
| Male | 63% |
| Black | 36% |
| Asian | n/a |
| Hispanic | 66% |
| Multiracial | n/a |
| White | n/a |
| Low income | 64% |
| Non-low income | 86% |
| Students with disabilities (IEP) | 8% |
| Students without disabilities | 71% |
| English language learners | 24% |
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 | 85% |
| Male | 83% |
| Black | 73% |
| Asian | n/a |
| Hispanic | 84% |
| Multiracial | n/a |
| White | n/a |
| Low income | 84% |
| Non-low income | 95% |
| Students with disabilities (IEP) | 49% |
| Students without disabilities | 88% |
| English language learners | 55% |
| All Students | 79% |
| Female | 81% |
| Male | 77% |
| Black | 64% |
| Asian | n/a |
| Hispanic | 80% |
| Multiracial | n/a |
| White | n/a |
| Low income | 79% |
| Non-low income | 90% |
| Students with disabilities (IEP) | 20% |
| Students without disabilities | 86% |
| English language learners | 37% |
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 | 89% |
| Female | 93% |
| Male | 85% |
| Black | 70% |
| Hispanic | 89% |
| Multiracial | n/a |
| White | n/a |
| Low income | 88% |
| Non-low income | 95% |
| Students with disabilities (IEP) | 68% |
| Students without disabilities | 91% |
| English language learners | 67% |
| All Students | 73% |
| Female | 75% |
| Male | 71% |
| Black | 48% |
| Hispanic | 74% |
| Multiracial | n/a |
| White | n/a |
| Low income | 72% |
| Non-low income | 84% |
| Students with disabilities (IEP) | 23% |
| Students without disabilities | 79% |
| English language learners | 27% |
| All Students | 73% |
| Female | 74% |
| Male | 73% |
| Black | 63% |
| Hispanic | 73% |
| Multiracial | n/a |
| White | n/a |
| Low income | 73% |
| Non-low income | 90% |
| Students with disabilities (IEP) | 38% |
| Students without disabilities | 78% |
| English language learners | 34% |
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 | 85% |
| Female | 86% |
| Male | 83% |
| Black | 53% |
| Hispanic | 86% |
| Multiracial | n/a |
| White | n/a |
| Low income | 84% |
| Non-low income | 91% |
| Students with disabilities (IEP) | 44% |
| Students without disabilities | 88% |
| English language learners | 55% |
| All Students | 88% |
| Female | 92% |
| Male | 84% |
| Black | 63% |
| Hispanic | 89% |
| Multiracial | n/a |
| White | n/a |
| Low income | 89% |
| Non-low income | 81% |
| Students with disabilities (IEP) | 42% |
| Students without disabilities | 92% |
| English language learners | 55% |
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.
3341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 51% in 2012.
3340 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 52% in 2012.
1237 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 | 49% |
| Female | 46% |
| Male | 52% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 50% |
| Multiracial | n/a |
| White | n/a |
| Low income | 50% |
| Non-low income | n/a |
| Students with disabilities (IEP) | 0% |
| Students without disabilities | 56% |
| English language learners | 0% |
| All Students | 31% |
| Female | 38% |
| Male | 25% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 32% |
| Multiracial | n/a |
| White | n/a |
| Low income | 33% |
| Non-low income | n/a |
| Students with disabilities (IEP) | 0% |
| Students without disabilities | 35% |
| English language learners | 0% |
| All Students | 33% |
| Female | 25% |
| Male | 40% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 33% |
| Multiracial | n/a |
| White | n/a |
| Low income | 33% |
| Non-low income | n/a |
| Students with disabilities (IEP) | 0% |
| Students without disabilities | 37% |
| English language learners | 0% |
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 »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
All students
Female
Male
All students
Black
Hispanic
All students
Low income
Non-low income
Students with disabilities (IEP)
Students without disabilities
English language learners
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 91% | 21% | ||
| Black | 7% | 19% | ||
| White | 2% | 53% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Asian/Pacific Islander | 0% | 4% |
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2317 W 23rd Pl
Chicago,
IL 60608
Phone: (773) 890-1054
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