GreatSchools Rating

Golda Meir School

Public | 3-9 | 520 students

We are best known for gifted and talented program.

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 4 ratings

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16 reviews of this school


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Posted Thursday, April 10, 2014

Golda Meir has not lived up to its expectations. The past 3 years have been a reocurring nightmare! I originally sent my child to this school on a teacher recommendation and decided to select it because of its blue ribbon status. However, it has been a great disappointment. The current principal is combative and non-responsive to parental needs. You're lucky to get her to respond to a simple email! The teachers rarely update parent assistant so there are times when you have no idea where your child is throughout the year. When you ask them directly, the answer is always FINE! What exactly does that mean? Emails to teachers often go unanswered or they take days or weeks to respond. There are absolutely too many children in the classroom and children with academic or behavioral issues seem to absorb all of their attention so other children are left behind or have no idea what to be proud of. The district needs to re-evaluate this school and their grading system as grades often aren't reflective of your childs progress or current status. In summary, this will be my childs last year at this school and I wouldn't recommend it to any prospective students.
—Submitted by a parent


Posted March 10, 2014

The elementary experience was great at Golda Meir, and I promise you will love it. I was breezing through the elementary years before I came to Golda, and their program changed the way I worked, in an involved way. Although... Since the expansion, the quality of learning has gone far down. They try to pack far too much into one day, leaving little time for kids to have any sort of break. The hot lunch is unacceptable. It is frozen in packets and then microwaved at the school (Often food is raw or frozen) The only break throughout the whole day is a ~20 minute lunch, and there are 7 (Hours) throughout the day. The hours are actually around 45 minutes each. This grading system would be fine if it couldn't be converted, and the staff lacked any sort of explination. I am glad they provide a Spanish course, I have been enjoying that. Their desision to no longer cut off students from the middleschool might have been where it all went wrong. Many of the students lack any respect. The staff is doing their best to change people's mindset and have a respectful schoolgrounds. I give them props for that. (The schoolgrounds is much better than most public schools in the area still)


Posted December 25, 2013

My child has consistently tested far above the national average for years, and is finally being challenged after being admitted to Golda.
—Submitted by a parent


Posted October 5, 2013

This is my daughter's first year at Golda, and she loves it. She is happy to be surrounded by children who want to learn, and has started making new friends quickly. In her last school, she was bored and unmotivated. Now she is very motivated to do the extra work in order to earn the wonderful rewards only available at this school. She believes in the "Golda Way", and that's all that matters. You know a school is great when your child goes from being unchallenged and miserable somewhere else to loving school. Finally, she is being challenged and is working at the level appropriate for her abilities.
—Submitted by a parent


Posted May 20, 2013

I think the enrollment process is questionable. My child have been there for three years and over half of the students parents are MPS teachers or principals. The school is not what I thought it was going to be when I worked to hard to get my child in. The classes have 32 kids in them so the bad kids get all the attention.
—Submitted by a parent


Posted June 14, 2011

My daughter currently attend this school. The administration team, staff and student teachers are very caring and want the best for their students. It is a fairy difficult process of getting your child into the school. I had a principal recommendation ; 2 teacher recommendations; a school psychologist i.q test done; WKCE/WSAS submitted; application, writing sample submitted and a child/parent interview was conducted. The environment is unlike any other school I have been too. Nearly all the students want to learn; their parents want their children to learn; and they are supportive of their children and school. Keep up the great job!
—Submitted by a parent


Posted April 20, 2011

At Golda, you find an awesome trio of dedicated administrators, faculty and students as it relates to academics and extracurricular activities. Parents are given numerous opportunities to be involved. A great sense of community and teamwork is instilled in students. My family is very proud to be part of such a great school!
—Submitted by a parent


Posted February 17, 2011

Golda Meir is an excellent school! I believe it is one of the best schools (both public and private) in Milwaukee. Students are challenged with curriculum and encouraged to be critical thinkers. The school encourages creativity in all aspects. I really enjoyed the winter program in December. The teachers are dedicated and professional. (*please note that I actually spelled really and dedicated correctly-unlike the parent comment from September 20th.) I could not imagine sending my son to a different school!
—Submitted by a parent


Posted February 10, 2011

I found out about this school before I thought about having kids. I now have my daughter there (7thgr.), my soon to be 3rd grader will be attending and when my 4y/o is of age he will be attending. This school staff is so well equipped and involved that the only way your child will do poorly is if you are not involved. This is definitely a parent involvement school w/alot of projects and trips.
—Submitted by a parent


Posted September 20, 2010

Golda Meir is no longer the best of the best. It is now whos who in Milwaukee (parents). Adding Middle school wasn't the best idea. Now siblings that don't qualify are there and bring the school down. The kids that realy should be there for Middle school aren't because the siblings come first. In my son's grade alone there were 25 kids that I knew of that had a sibling in a lower grade or higher. When you have a class of 30 that doesn't leave much room. Even increasing to 60 students per grade for middle school didn't realy help. 3-5 is an excellent program, Middle has a way to go. Wished we had gone a different route for Middle school but at the time we thought this was the best place. The staff tries hard and are dedectated but the turn over is way to high for a "gem"
—Submitted by a parent


Posted September 16, 2010

Golda is going down the tubes fast. I've been involved for only about 5 years, but in that time, the quality of the staff gone downhill (esp. with all the seemingly unnecessary "cuts" from this last year), and under the guise of presenting a gender balanced, racially and socio-economically diverse student body, they're turning this place into a total joke and it's at the cost of having qualified students that actually want to be there. When applying, know that you're actually trying to get into a "program" and NOT a "school", so fair, rational admittance guidelines don't seem to apply here. The same thing is happening here that went down at King in the last 15 years; by being so focused on creating some kind of forced "equality", they're bending the rules to fill the superficial mold they're creating. Admittance requirements and the curriculum have been majorly DUMBED DOWN here. SAD!
—Submitted by a parent


Posted September 16, 2009

It's a great school with lots of opportunities for kids to find their talents
—Submitted by a parent


Posted October 24, 2008

one of the best public elementary school in the nation
—Submitted by a parent


Posted April 15, 2007

Golda Meir is definitely a great school. My daughter goes there. What I think makes it a great school is the ethnicity mix in the student population. Students are exposed to different cultures and they learn from each other. Teachers provide multiple field trips that enhance what is learned in the classroom. This year my daughter will go on a class trip to Virginia. This will be a great experience for her. I also think Meir is a great school because of the school projects students are required to complete. They are required to participate in state-wide writing contests and do several hands on projects that require critical thinking. This is why Meir is a great school and I'm thrilled that my daughter attends such a quality learning environment.
—Submitted by a parent


Posted November 16, 2006

This is a fantastic school and I am so thankful that my son has had the good fortune to attend. The school is multi cultural and does a great job utilizing the resources and community for extended activities. We have been thrilled with the expansion to middle school and I have full confidence that he will be more than prepared for high school in a year and a half.
—Submitted by a parent


Posted January 14, 2006

Meir school is a wonderful place. My daughter has been at this school for 2 years and loves it. She is challenged everyday and taught to do her best. The parent involvement in this school is exceptional. I am truly glad that my daughter had a chance to go to 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.

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 50% in 2013.

87 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
93%

2011

 
 
90%

2010

 
 
89%
Reading

The state average for Reading was 35% in 2013.

87 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
97%

2011

 
 
100%

2010

 
 
95%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Language Arts

The state average for Language Arts was 77% in 2013.

81 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
99%

2011

 
 
90%

2010

 
 
100%
Math

The state average for Math was 50% in 2013.

82 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
93%

2011

 
 
94%

2010

 
 
99%
Reading

The state average for Reading was 33% in 2013.

82 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Science

The state average for Science was 79% in 2013.

82 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
96%

2011

 
 
90%

2010

 
 
94%
Social Studies

The state average for Social Studies was 92% in 2013.

82 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
100%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Math

The state average for Math was 52% in 2013.

91 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
96%

2011

 
 
98%

2010

 
 
90%
Reading

The state average for Reading was 36% in 2013.

91 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
97%

2011

 
 
98%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Math

The state average for Math was 54% in 2013.

87 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Reading

The state average for Reading was 35% in 2013.

87 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
100%

2011

 
 
98%

2010

 
 
98%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Math

The state average for Math was 49% in 2013.

57 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
96%

2011

 
 
98%

2010

 
 
93%
Reading

The state average for Reading was 38% in 2013.

57 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
100%

2011

 
 
98%

2010

 
 
100%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Language Arts

The state average for Language Arts was 61% in 2013.

58 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
82%

2010

 
 
86%
Math

The state average for Math was 46% in 2013.

58 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
96%

2011

 
 
86%

2010

 
 
90%
Reading

The state average for Reading was 42% in 2013.

58 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
97%

2011

 
 
100%

2010

 
 
93%
Science

The state average for Science was 79% in 2013.

58 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
96%

2010

 
 
90%
Social Studies

The state average for Social Studies was 83% in 2013.

58 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
96%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

Source: Wisconsin Department of Public Instruction

Math

All Students73%
Female70%
Male77%
Black, not of Hispanic origin56%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin97%
Economically disadvantaged58%
Not economically disadvantaged84%
Students with disabilitiesn/a
Non-disabled73%
English learnersn/a
Proficient in English73%
Non-migrant73%

Reading

All Students66%
Female66%
Male65%
Black, not of Hispanic origin49%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin88%
Economically disadvantaged58%
Not economically disadvantaged72%
Students with disabilitiesn/a
Non-disabled66%
English learnersn/a
Proficient in English66%
Non-migrant66%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

Language Arts

All Students95%
Female97%
Male94%
Black, not of Hispanic origin93%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged93%
Not economically disadvantaged98%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English95%
Non-migrant95%

Math

All Students69%
Female60%
Male75%
Black, not of Hispanic origin59%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin96%
Economically disadvantaged56%
Not economically disadvantaged81%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English69%
Non-migrant69%

Reading

All Students51%
Female50%
Male52%
Black, not of Hispanic origin38%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin73%
Economically disadvantaged41%
Not economically disadvantaged61%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English51%
Non-migrant51%

Science

All Students89%
Female97%
Male82%
Black, not of Hispanic origin83%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged83%
Not economically disadvantaged95%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English89%
Non-migrant89%

Social Studies

All Students98%
Female100%
Male96%
Black, not of Hispanic origin96%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged98%
Not economically disadvantaged97%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English98%
Non-migrant98%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

Math

All Students62%
Female65%
Male58%
Black, not of Hispanic origin48%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin86%
Economically disadvantaged56%
Not economically disadvantaged66%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English62%
Non-migrant62%

Reading

All Students54%
Female65%
Male44%
Black, not of Hispanic origin41%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin86%
Economically disadvantaged47%
Not economically disadvantaged58%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English54%
Non-migrant54%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

Math

All Students59%
Female56%
Male62%
Black, not of Hispanic origin46%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin75%
Economically disadvantaged50%
Not economically disadvantaged66%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English59%
Non-migrant59%

Reading

All Students52%
Female54%
Male49%
Black, not of Hispanic origin35%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin79%
Economically disadvantaged35%
Not economically disadvantaged65%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English52%
Non-migrant52%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

Math

All Students84%
Female89%
Male79%
Black, not of Hispanic origin75%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin95%
Economically disadvantaged77%
Not economically disadvantaged89%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English84%
Non-migrant84%

Reading

All Students61%
Female61%
Male62%
Black, not of Hispanic origin48%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin75%
Economically disadvantaged53%
Not economically disadvantaged67%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English61%
Non-migrant61%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

Language Arts

All Students92%
Female96%
Male86%
Black, not of Hispanic origin87%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged91%
Not economically disadvantaged92%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English92%
Non-migrant92%

Math

All Students67%
Female62%
Male72%
Black, not of Hispanic origin55%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin92%
Economically disadvantaged61%
Not economically disadvantaged71%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English67%
Non-migrant67%

Reading

All Students67%
Female76%
Male59%
Black, not of Hispanic origin57%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin92%
Economically disadvantaged56%
Not economically disadvantaged74%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English67%
Non-migrant67%

Science

All Students92%
Female93%
Male90%
Black, not of Hispanic origin86%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged83%
Not economically disadvantaged97%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English92%
Non-migrant92%

Social Studies

All Students98%
Female100%
Male97%
Black, not of Hispanic origin98%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantaged95%
Not economically disadvantaged100%
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in English98%
Non-migrant98%
Scale: % proficient or advanced

About the tests


In 2012-2013 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.

The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.

Source: Wisconsin Department of Public Instruction

GreatSchools Rating

What makes up this rating?

Academic rating
9 / 10
Climate rating
7 / 10

This school's GreatSchools Rating is based on academics (90%) and climate (10%). The academic rating measures students' test scores, academic growth and college readiness. The climate rating measures safety, cleanliness, parent involvement and more.

Learn more about our methodology

What is the new GreatSchools Rating?

Rating legend
Below
average
Average
Above
average

Our rating (from 1 to 10) reflects a school's overall performance. The higher the rating, the more likely the school will prepare your child for the future, so choose an above-average school (8-10) if possible. For average schools (4-7), do careful research and look for evidence that the school has high-quality programs. For below-average schools (1-3), take caution; a low-performing school may not provide the instruction or environment your child needs to learn, and you may need to supplement classroom lessons at home.

Academic rating

The academic rating is made up of equally-weighted parts: students' test scores, their academic growth (for elementary and middle schools) and their readiness for college (for high schools). The graphs below compare this school's results in each area to other schools in the city and state.
Overall academic rating

9

Above average

Test score rating 2013*
This school
City
1
2
3
4
5
6
7
8
9
10
Learn more about this school's test scores »

Student growth rating 2013**
This school
City
1
2
3
4
5
6
7
8
9
10
This school
Math growth
Average
Reading growth
Average

*Test scores are based on the 2013 WSAS results from the state of Wisconsin.

**The academic growth rating measures how schools affect student test score improvement over time in reading and math. This data is from 2013 and is provided by the Value-Added Research Center and Milwaukee Public Schools.

Climate ratings

This rating encompasses five elements of school climate: safety and cleanliness, respect and relationships, expectations for students, teacher collaboration and support, and parent involvement. This school's climate ratings are the result of GreatSchools' analysis of teacher survey data from the Spring 2013 School Climate Survey developed by Milwaukee Public Schools.

We rated schools on …



Keeping things safe, clean, and orderly.

This rating evaluates a school's environment, based on its safety, order, cleanliness and more. More highly rated schools have well-kept facilities and a safe environment conducive to learning. Schools rated poorly may have a chaotic environment, conflicts among students or even theft or violence.


Creating healthy, respectful relationships.

This rating measures whether the school has a positive learning environment and cultivates an atmosphere of respect. At a school with a higher rating, it's more likely that the school's culture celebrates hard work and learning, students treat their peers and teachers with respect and class lessons reinforce character strengths such as kindness and tolerance. A school with a lower rating may have a weaker learning environment or allow disrespectful behavior.


Promoting high academic expectations for all students.

This rating sheds light on the academic expectations that teachers have for students. At a school with a higher rating, educators are more likely to stress academic success, ask kids to work hard and expect kids to be college-bound. At schools with lower ratings, it may be more acceptable for students to put in average or minimal effort, perform poorly on tests and lack strong academic goals.


Supporting its teachers.

This rating indicates how teachers feel about their school's professional environment. At a highly rated school, teachers are more likely to work well together, learn from one another, have opportunities for professional development and feel supported by the administration. At a school with lower ratings, teachers may not interact much, feel appreciated or have much input in school decisions and policies.


Informing and including families.

This rating reflects how much communication parents can expect from this school. A highly rated school is more likely to have regular communication (e.g. newsletters, emails, and meetings) between administrators, teachers and parents. This may include information about student progress, homework help and volunteer opportunities. At lower-rated schools, parents may not get regular updates and may feel less welcome at school.

Student ethnicity

Ethnicity This school State average
Black, not Hispanic 58% 10%
White, not Hispanic 29% 73%
Hispanic 7% 10%
Asian 5% 4%
American Indian/Alaskan Native 0% 1%
Multiracial 0% 2%
Native Hawaiian or Other Pacific Islander 0% 0%
Source: WI Dept. of Public Instruction, 2012-2013

Student subgroups

  This school District averageState average
Disabled students 5%N/A14%
Students eligible for free or reduced-price lunch program 43%N/A41%
Limited English proficient 0%N/A6%
Source: WI Dept. of Public Instruction, 2012-2013

Teacher experience

  This school District averageState average
At least 5 years teaching experience 95%N/A83%
Source: WI Dept. of Public Instruction, 2011-2012

Teacher education levels

  This school District averageState average
Master's degree and above 47%N/A55%
Source: WI Dept. of Public Instruction, 2011-2012

Teacher credentials

  This school District averageState average
Teachers with valid license 95%N/A98%
Source: WI Dept. of Public Instruction, 2011-2012

Teacher resources

School leader's name Michelle D Morris
Special staff resources available to students Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
Poetry/Creative writing teacher(s)
Special education coordinator
Speech and language therapist(s)
Tutor(s)
Foreign languages spoken by school staff Chinese (Mandarin)
Spanish
Danish
Read more about programs at this school
Source: Provided by school officials and community members.

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Awards

Academic awards received in the past 3 years
  • Blue Ribbon School (2007)
  • New Wisconsin Promise
  • Award for Fostering Teaching Excellence and Innovation

Special education / special needs

Specific academic themes or areas of focus
  • Special education
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
School facilities
  • Computer lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Performance stage
Visual arts
  • Painting
  • Photography
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production
Clubs
  • Art club
  • Drama club
  • Drum line
  • Sewing/knitting club
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • Danish
  • Dutch
  • Spanish
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Danish
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Nurse(s)
School facilities
  • Gym
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Clubs
  • Debate
  • Forensics club
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 7:45 am
School end time
  • 2:30 pm
Before school or after school care / program onsite
  • After school
School Leader's name
  • Michelle Carter
Best ways for parents to contact the school
  • Email
  • Phone
Is there an application process?
  • Yes
Fax number
  • (414) 212-3215

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
Specific academic themes or areas of focus

Don't understand these terms?
  • Special education
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Chinese (Mandarin)
  • Danish
  • Dutch
  • Spanish
Level of ESL/ELL programming offered
  • None

Resources

Staff resources available to students
  • Art teacher(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • Poetry/Creative writing teacher(s)
  • Special education coordinator
  • Speech and language therapist(s)
  • Tutor(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Danish
  • Spanish
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • Buses/vans for students only
  • Citywide
School facilities
  • Auditorium
  • Cafeteria
  • Computer
  • Computer lab
  • Gym
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
Girls sports
  • Basketball
  • Volleyball

Arts & music

Visual arts
  • Painting
  • Photography
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Art club
  • Chess club
  • Debate
  • Drama club
  • Drum line
  • Forensics club
  • Sewing/knitting club
  • Student council/government
  • Student newspaper
  • Yearbook
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
Parent involvement
  • 99% of parents attend parent teacher conferences each semester. parents are also invited to participate in a range of activities from volunteering for daily class activities, as trip charones and to attend evening conferences, school goverance council and pto meetings as well as student performances.
  • Chaperone school trips
  • Join PTO/PTA
More from this school
  • The staff at Golda Meir School seeks to create a stimulating environment where the potential of every student is challenged and rewarded. Program goals include: •Developing an awareness of each student's abilities and talents •Fostering respect for the abilities and talents of others •Providing experiences in critical/creative thinking and problem solving skills •Nurturing the leadership skills of each student •Using cultural facilities to develop and expand students' artistic skills and talents •Stimulating parent involvement in school activities, events, and learning situations
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Milwaukee Public Schools
Suburban Schools
Private and Parochial Schools

Planning ahead

Students typically attend these schools after graduating
Samuel Morse * John Marshall School for the Gifted & Talented
Rufus King IB High School
Riverside University High School
Notice an inaccuracy? Let us know!

1555 N Martin Luther King Dr
Milwaukee, WI 53212
Website: Click here
Phone: (414) 212-3200

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