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My oldest sister goes rufus king high school and from what I heard it's really a good school.
Nobody don't have any bad reviews about the high school. But all the bad reviews are towards the middle school campus is horrible. Everyone has good reviews about the HIGH SCHOOL CAMPUS. The high school campus is filled with harvard-type students who wants to learn. I worked at the middle school campus and it was HORRIBLE. FIGHTS ALMOST EVERYDAY and over-crowded classrooms. But at RUFUS KING- HIGH SCHOOL CAMPUS IT'S WHOLE NOTHER STORY. I worked at other MPS high schools and it was NOTHING like king high school. Rufus King high school is a challenging academic focused high school and all of the students are HIGH CLASS. Many students get excellent grades in my class. They are so focused on getting prepared for college and their near future. Rufus king is a really awesome school. I advise ANYONE to apply here.
—Submitted by a teacher
My son is currently in 6th grade at Rufus and i am ready to pull him out..its not necessarily the teachers i have had great communication with them but its the class size for 6th graders in general, I have dropped in various times and each class I go into is oversized for the one teacher they have...there is NO reason pone teacher should have more than 25 students 30 the MAX...I have ben told by one of my sons teachers that it is very hard to teach because once one student get off task and they try to re direct another couple of students get off task then the whole class. Again the teachers are wonderful and they can only do so much they need help or to increase enrollment.
—Submitted by a parent
I really love Rufus King and there has not been ONE fight as far as I seen. The teacher's teach very well when giving the lecture. Some parents don't want to send their children here because of the neighborhood it's located in. But parents DO NOT have to worry about that. This school is racially diverse (Hispanic, Asian and caucasion) and it is VERY mixed with all cultures. Nobody has had any problems with the neighborhood. Rufus King is such a good school and I hope that they continue to ONLY accept children who wants an education and with excellent behavior. This is the BEST MPS school to send your child to. 29 students at BAY VIEW high school got arrested, riverside has a lot of fights (Even though it has a good reputation), Hamilton has a lot of fights, and vincent high school has a lot of fights. But if you want to send your child to an excellent high school in the milwaukee area. I advice REAGAN and KING a choice. I wish the best for this school and that it continues to stay the way it is currently performing. I LOVE RUFUS KING AND I COULDN'T FIND ANY BETTER HIGH SCHOOL. As an ASIAN, I think that it's great that Rufus King has an ASIAN CLUB.
RUFUS KING HIGH SCHOOL is not comparable to the Middle school campus at all. There are two teachers in one class at once, so the student-to-teacher ratio is very excellent. This is my daughter's freshman year and she loves it. She lives in west allis, wisconsin and she gets transported nearby. The school offers transportation in a lot of milwaukee areas. She says that there's never been ONE FIGHT just yet. This school is just excellent, despite the neighborhood it's located in. She has a 3.500 GPA. I am very proud of rufus king and I regret not sending my other children here. The school also educates students with a lot of different ethnicities.
—Submitted by a parent
Rufus King middle school is a NIGHTMARE!!!! I had to pull my 6th grade son out after 6 weeks of starting. The staff does not follow through with you. The assistant principal nor the counselors return urgent phone calls. PLEASE don't put your child in the middle years campus if you care about his/her learning. They shouldn't have been able to put Rufus King on the outside of this building. It does not live up to the Rufus King motto. Also the classes are way over-crowded 35-40 students with one teacher. RUN as fast as you can from the middle years campus!!!!
—Submitted by a parent
The new leadership is very knowledgeable about what it takes to manage an IB program, as well as sensitive to the needs of students in the city. He has a vision for not just the two campuses that are considered to be one school but for what is possible in the IB world of MPS. The teachers are committed before, during and after school. They make themselves available to students and are accessible to parents. Many attend school sporting events and show their support financially as well as in person. The level of work is well at the college level and will provide students the lead they will need to succeed beyond high school.
—Submitted by a parent
I'm an 8th grade student at the Rufus King Middle Years Campus (the proper name thank you) and I think the classes are just fine. I don't know what happens in the 7th and 6th grade classes, my classes are no where near theirs. Our teachers tell us about how their old school have been SO BAD and that we're so much better than them. And we just took our MAP testing, our teacher we had said our scores were a lot higher than her other schools. Last year our MAP testing scores were high above all the other middle schools and above National Average.
—Submitted by a student
I think that this school is amazing and has an EXCELLENT SPECIAL EDUCATION PROGRAM. They have classes specially for the Deaf and Hard of Hearing, Visually Impaired, Autism, and Emotional Disorders. My daughter is in the DHH (Deaf and Hard of Hearing) program and she loves it and the teachers is nice. Shout out to Ms.Elko and Mr. Cullison for running an EXCELLENT DEAF AND HARD OF HEARING PROGRAM. I think that we should encourage our Special Needs Students to attend Rufus King, not just students with High Achievements. Rufus King should post more information about their Special Education Program on their Website. I LOVE RUFUS KING.
—Submitted by a parent
That's my sister the one who posted before. I think that we SHOULD encourage more special education students to attend Rufus King. It has helped my Neice become more independent being Deaf. My son is in the Autism Program and loves it!!!! It has helped him to. RUFUS KING RULES!!!
—Submitted by a parent
The Middle School is HORRIBLE!!!! I also had to pull my daughter from there after about a month of her starting 6 th grade, Its like a zoo without the keeper. There are too many students in classes with 1 teacher, (35) kids The teachers are guaranteed to burn out. There are fights daily. NOT A PLACE FOR LEARNING!!!
—Submitted by a parent
My child is a high school student and has become an incredible intellect, far above most professional adults I know. The school delivers on its promise to educate the whole child. My only criticism is that the school board does not support the school and the mission, subjecting them to the unfair and cruel rules of allowing teachers to be moved from other schools based on seniority and not commitment to the IB mission.
—Submitted by a parent
Rufus King Middle School is HORRIBLE. If you value your child's education don't make the same mistake I did. The Middle School is not comparable to the High School at all. My daughter started 6th grade and we spent two months of hell dealing with this school. Her class had a total of 5 different teachers over the course of two months and they rarely used the math book. If a school is going to encourage STEM careers it might be helpful to know math. There are too many kids and the teachers aren't able to maintain classroom order. There have been fights in the classroom, hallway and outside after school. The kids are constantly talking in the class and my daughter had to ask on several occasions to go in the hallway to complete her work due to the noise. I spent 4 1/2 hours waiting in lines during parent teacher conferences. I ended up pulling my daughter out of school. I was on a mission ot move out of the Milwaukee School district. My daughter now goes to school in a different area. She is happy and well supported at her new school which is something she never received at Rufus.
—Submitted by a parent
Rufus King International School is the best high school in the state and provides all races and cultures of students a great high standarded education. The IB program also is a very hard program that prepares students for college and all the hard work, and learning time mangement skills.
—Submitted by a teacher
Classes are challenging, and teachers do an excellent job of preparing students in IB-focused classes to succeed in college. Overall, there's a high level of student activity, involvement and community pride.
—Submitted by a parent
Rufus King provides a serious academic atmosphere within a caring environment. These people are the movers and shakers of the world and they do it with style and grace!
—Submitted by a teacher
Rufus King provides an exemplary high school educational program to a diverse student population in an urban environment. Students set high standards for themselves and work exceedingly hard to achieve their goals. Teachers are dedicated to teaching and assisting their students accomplish their goals.
It is the best school anywhere. It sets high standards for it's students. Students have good attendance.
Rufus King is the best school because of the students and their character and motivation to succeed and make the world a better place. They are driven and excell in all they do.
—Submitted by a parent
Rufus King has helped my son become an independent learner -- and have a lot of fun!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 79% in 2012.
177 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
The state average for Math was 82% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
The state average for Language Arts was 66% in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
2012
2011
2010
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
The state average for Language Arts was 73% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 74% in 2012.
310 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 80% in 2012.
310 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 75% in 2012.
310 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 78% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | 56% |
| Female | 63% |
| Male | 50% |
| Black, not of Hispanic origin | 54% |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 69% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 73% |
| Students with disabilities | 23% |
| Non-disabled | 61% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 56% |
| All Students | 63% |
| Female | 73% |
| Male | 51% |
| Black, not of Hispanic origin | 60% |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 76% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 73% |
| Students with disabilities | 32% |
| Non-disabled | 67% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 63% |
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | 62% |
| Female | 64% |
| Male | 61% |
| Black, not of Hispanic origin | 57% |
| Asian/Pacific Islander | 100% |
| Hispanic | 86% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 83% |
| Economically disadvantaged | 55% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 11% |
| Non-disabled | 70% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 62% |
| All Students | 73% |
| Female | 73% |
| Male | 72% |
| Black, not of Hispanic origin | 69% |
| Asian/Pacific Islander | 100% |
| Hispanic | 86% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 84% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 21% |
| Non-disabled | 80% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 73% |
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | 78% |
| Female | 82% |
| Male | 73% |
| Black, not of Hispanic origin | 71% |
| Asian/Pacific Islander | 90% |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 91% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 11% |
| Non-disabled | 89% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 78% |
| All Students | 75% |
| Female | 78% |
| Male | 71% |
| Black, not of Hispanic origin | 64% |
| Asian/Pacific Islander | 97% |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 91% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 3% |
| Non-disabled | 86% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 75% |
| All Students | 82% |
| Female | 86% |
| Male | 78% |
| Black, not of Hispanic origin | 76% |
| Asian/Pacific Islander | 94% |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 94% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 13% |
| Non-disabled | 93% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 82% |
| All Students | 75% |
| Female | 76% |
| Male | 75% |
| Black, not of Hispanic origin | 67% |
| Asian/Pacific Islander | 97% |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 88% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 5% |
| Non-disabled | 86% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 75% |
| All Students | 85% |
| Female | 89% |
| Male | 80% |
| Black, not of Hispanic origin | 81% |
| Asian/Pacific Islander | 94% |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 92% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 18% |
| Non-disabled | 95% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 85% |
In 2011-2012 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.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
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.
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.
*Test scores are based on the 2012 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 2012 and is provided by the Value-Added Research Center and Milwaukee Public Schools. Private school growth data is not included in the rating because it is not comparable with public school results.
***This rating is based on composite ACT scores for all 12th graders in 2011. This rating takes into account how many students took the ACT, giving more credit to schools with a higher percentage of graduates taking the ACT exam. The ACT data is provided by the Wisconsin Department of Public Instruction.
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 2012 School Climate Survey developed by Milwaukee Public Schools.
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.
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.
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.
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.
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.
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black, not Hispanic | 69% | 10% | ||
| White, not Hispanic | 17% | 74% | ||
| Asian | 9% | 4% | ||
| Hispanic | 6% | 10% | ||
| American Indian/Alaskan Native | 0% | 1% | ||
| Multiracial | 0% | 2% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Limited English proficient | 0% | N/A | 6% |
| Disabled students | 14% | N/A | 14% |
| Students eligible for free or reduced-price lunch program | 50% | N/A | 39% |
| Students typically attend these schools prior to attending this school |
Roosevelt Middle School Samuel Morse Middle School Fritsche Middle School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 18 | N/A | 15 |
| School leader's name |
Peter J Samaranayake |
| Foreign languages spoken by school staff |
French German Italian Japanese |
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| Students typically come from these schools | Roosevelt Middle School Samuel Morse Middle School Fritsche Middle School |
| Students typically attend these schools after graduating | UW - Madison UW - Milwaukee |
1801 W Olive St
Milwaukee,
WI 53209
Website: Click here
Phone: (414) 267-0700
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Dr. Brenda Noach Educational Center
Milwaukee, WI
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Milwaukee, WI
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