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GreatSchools Rating

Longfellow Elementary School

Public | PK-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 4 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted April 30, 2014

We came to Longfellow in 2013 from a private school in Oak Park. I am amazed by the teaching and instruction, as well as the leadership and the support system Longfellow offered both us and our children. We have worked along side the team at Longfellow to bridge the gap in learning that needed to happen to bring our kids to where they need to be. I would highly recommend Longfellow Elementary School to any parent.
—Submitted by a parent


Posted January 30, 2014

This school is AMAZING! My daughter is in the middle of her Kindergarten year and I was a bit concerned at first because she was an advanced Kindergartener (she started the year reading and adding in her head). I was quickly put to ease though when I learned that the students are broken into 5 groups for reading and math based on their knowledge so that all of the students are challenged- those just learning their letters and those who are reading books. Communication is great between the teachers, principle and parents and there is an excellent community feeling. Can't say enough about Longfellow=)
—Submitted by a parent


Posted August 25, 2013

There are amazing teachers here. From the PKP on up. We have been fortunate to have many of them. Sure it's a dice roll, but it's like that at all schools and the odds are definitely in your favor here. The principal does listen but I do think the district itself is to blame for any "sweeping under the rug" issues. Disabilities, allergies are all taken seriously. Academics are amazing and the PTO does an incredible job at enrichment programs as well as creating some stellar events throughout the year to engage students and teachers. There are many opportunities for parental involvement. They love volunteers to come in and read to children, help with art class, stay in the lunch room, and help out in general. We've been there for over 5 years and I love the teachers. Any bullying is taken seriously in the school and although the aids could have been more attentive on the playground, they were all new last year. I'm not sure how much instruction they received but if an issue was brought to their attention, there was action. I love the diversity of our school & while that could be a disadvantage in some minds, it has only become a strength for the school and the community
—Submitted by a parent


Posted August 19, 2013

There are some good teachers there but I took my daughters out of Longfellow and put them into private school. The aides did not enforce discipline in the school yard at lunchtime. When my daughter complained she was being hit in the yard every day the aides just said they didn't have eyes in the back of their heads. I was very disappointed that I had moved to Oak Park for the "good schools."
—Submitted by a parent


Posted August 17, 2013

Academically, Longfellow is a great school. However, the current principal, Ms. Doezel, avoids conflict. If you have an issue, such as your child be bullied, or an issue with a teacher yelling at your child, she'll smile and tell you she'll look into it, but does nothing. Also, the school severely limits parental involvement. I have tried many times to be more involved, and have been given a multitude of excuses. There are some great schools in Oak Park, unless academics is your only concern, I would not choose Longfellow.
—Submitted by a parent


Posted June 7, 2013

We had a wonderful experience with stellar teachers. Mrs. Ivey and Mrs. Arguello were incredibly warm, smart, talented and patient. But after 1st grade, we were out of luck. Burnt out teachers, unruly classrooms, ineffective PBIS, worksheets and videos in the classroom, and little to no challenge academically (even with the gifted and talented program). The worst part however, was the lack of discipline and intervention in schoolyard bullying. Lots of aggression on the playground with aides who told the kids "If I didn't see it, there is nothing I can do." One of my children was in a 1st grade class (different than above) with a very unhappy teacher. 13 out of 25 first graders had received detention by October. When I spoke with the principal during a scheduled appointment about the apathy in the classroom, the negative energy, and the lack of academic stimulation, she looked me straight in the eye and said, "We are aware of the problem." She offered nothing else. We purposefully moved from OP because we were so disgusted with the schools. This community has a great reputation-- but it's just that-- reputation alone doesn't educate kids in the way they need.
—Submitted by a parent


Posted July 5, 2012

Very good school , I'm happy with it and my kid is very happy in it.
—Submitted by a parent


Posted June 17, 2011

Longfellow is great! We are one of only two (out of 8) Oak Park Schools that has made Academic Honor Roll for making AYP - adequate yearly progress - on state tests every year since 2003. Longfellow has great families and a very dedicated, hard working staff. It is a super school!


Posted April 24, 2011

so far the school is great,my kid is thriving ,Im so happy with it,Miss Hepding/1st G teacher is the best, parents are always at class helping and the atmospher is warm and welcoming.
—Submitted by a parent


Posted April 17, 2010

Longfellow provides an excellent well rounded education for all students. The climate of the school is happy and friendly with importance placed on learning. There is a great sense of community and spirit in the school. Longfellow produces a large number of students that excel academically.
—Submitted by a parent


Posted April 17, 2010

We have been in the Longfellow Community for almost seven years and cannot say enough about this wonderful school. We have had a great experience with two children and next year will enroll a third-we are thrilled!
—Submitted by a parent


Posted January 7, 2010

My sons have been attending Longfellow for 3 years now and I have been so consistently impressed by the quality of ALL of the teachers and the curriculum. We've worked on several things with the Principal, Angela Dolezal, and she has always made herself available and is extremely personable. I see her at the school yard during lunch recess every day and she always knows all of the kids' names, even the parents' names. My oldest son is in second grade now and there was a great program where local restaurants donated different ethnic foods and a wonderful teacher came in for about 8 weeks to teach kids about different cultures via different foods. I hear that in 3rd grade there is a section of the curriculum that teaches kids how to carry on conversations and respond easily to questions like 'how are you?' etc. Keep up the great work, Longfellow!
—Submitted by a parent


Posted October 22, 2009

My daughter has gone to Longfellow for 2 years. We moved from Seattle and I was very concerned about the quality, as our school in Washington was amazing. I am overall very impressed with the teachers that she has had, and very impressed with the education. This is a great school that really tries to serve the students. However, I do agree with other posts that that bullying from other students seems to be higher than average at this school. I don t know what the school can do to control these bad seeds, but there are some students that cause problems and it doesn t seem like the school does anything about it.
—Submitted by a parent


Posted October 3, 2009

It is probably the most racially and economically diverse school in the district, yet it is consistently in the top 2-3 in terms of academic success as measured on standardized tests. This school does more with less than any other school I know.
—Submitted by a parent


Posted September 16, 2009

Fabulous teachers, very dedicated staff, diverse community!
—Submitted by a parent


Posted August 4, 2009

We moved from Massachusetts into Oak Park's Longfellow school when our son was entering 2nd grade. He is now entering 5th grade. We have had such a wonderful experience at the school. Great teachers and community. The children are held to high standards across the board. We've had two situations in which we sought out the principal, Ms. Dolezal. She was great in both cases and I feel she is doing an excellent job. I love the 'extras' that are offered to the students from Hubbard Street Dance program to the FLIP program, and all the additional enrichment activities. We lived in Newton, MA which has a reputation for wonderful schools, but our experience at Longfellow has topped Newton Public schools on all aspects. I can't say enough wonderful things abut Longfellow!
—Submitted by a parent


Posted June 24, 2009

There are some outstanding teachers at this school. The principal is not outstanding and seems to be risk-averse, but is very accessible to parents and open to hearing from them. Getting her to take action is a little harder. She likes baby steps. The Longfellow community is great, wonderful families. I'm happy to have my child here, going into first grade in the fall.
—Submitted by a parent


Posted November 21, 2007

The teachers at this school are very professional (especially special needs) and they provide excellent feedback on progress as well as suggestions. I have a child at Longfellow for the first year. I was at first nervous and concerned sending her into a new school and out of her self-contained environment. The staff have really been accommodating and helpful to make sure services are provided and class time is not lost. I am thankful that my child is in a caring and safe environment.
—Submitted by a parent


Posted August 18, 2007

Principal's general approach to problems at Longfellow is to sweep them under the rug. There are several great teachers there such as Ms. Mulsoff, Mr. Pod, Ms. Vietzen, Mrs. Creticos and Ms. Martin. Unfortunately, ensuring your child pairs up with a good teacher is a 50/50 gamble.
—Submitted by a parent


Posted November 29, 2005

This school is quick to label active children as ADHD. Discipline and control is not a priority. They try to appear to be concerned, but they are truly not interested in working with parents. Once your child is labeled 'special needs' they do not 'truly' provide assistance in that area. Parents are called constantly and no control over a child is enforced.
—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

 
 
79%

2012

 
 
98%

2011

 
 
97%

2010

 
 
99%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
77%

2012

 
 
94%

2011

 
 
92%

2010

 
 
94%
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

 
 
76%

2012

 
 
99%

2011

 
 
100%

2010

 
 
89%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
76%

2012

 
 
93%

2011

 
 
91%

2010

 
 
80%
Science

The state average for Science was 81% in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
90%

2010

 
 
78%
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

 
 
90%

2012

 
 
98%

2011

 
 
92%

2010

 
 
95%
Reading

The state average for Reading was 59% in 2013.

2013

 
 
85%

2012

 
 
100%

2011

 
 
85%

2010

 
 
96%
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 Students79%
Female81%
Male77%
Black59%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White91%
Low income44%
Non-low income89%
Students with disabilities (IEP)n/a
Students without disabilities83%
English language learnersn/a

Reading

All Students77%
Female77%
Male77%
Black53%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Native Hawaiian/Pacific Islandern/a
White93%
Low income33%
Non-low income89%
Students with disabilities (IEP)n/a
Students without disabilities81%
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 Students76%
Female78%
Male73%
Black54%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White90%
Low income43%
Non-low income89%
Students with disabilities (IEP)25%
Students without disabilities82%
English language learnersn/a
Migrantn/a

Reading

All Students76%
Female78%
Male73%
Black59%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White90%
Low income53%
Non-low income85%
Students with disabilities (IEP)33%
Students without disabilities81%
English language learnersn/a
Migrantn/a

Science

All Students93%
Female97%
Male89%
Black89%
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White98%
Low income90%
Non-low income95%
Students with disabilities (IEP)75%
Students without disabilities96%
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 Students90%
Female92%
Male88%
Black67%
Asiann/a
Hispanicn/a
Multiracial100%
Native Americann/a
White98%
Low income68%
Non-low income98%
Students with disabilities (IEP)n/a
Students without disabilities93%
English language learnersn/a
Migrantn/a

Reading

All Students85%
Female89%
Male81%
Black56%
Asiann/a
Hispanicn/a
Multiracial90%
Native Americann/a
White98%
Low income59%
Non-low income95%
Students with disabilities (IEP)n/a
Students without disabilities89%
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.

Close
This school
District
State
1
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4
5
6
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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.

Close
This school
District
State
1
2
3
4
5
6
7
8
9
10

Math growth at this school

Above average

Reading growth at this school

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
White 56% 51%
Black 25% 18%
Two or more races 10% 3%
Hispanic 5% 24%
Asian or Asian/Pacific Islander 4% 4%
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
  • Garden/Greenhouse

Arts & music

School facilities
  • Art room
  • Music room
  • Performance stage
Music
  • Choir / Chorus
Performing and written arts
  • Dance

Language learning

Foreign languages taught
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Angela Dolezal

Programs

Foreign languages taught
  • Spanish

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Kitchen
  • Library
  • Music room
  • Performance stage
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Arts & music

Music
  • Choir / Chorus
Performing arts
  • Dance
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

School culture

Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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715 Highland Avenue
Oak Park, IL 60304
Phone: (708) 524-3060

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