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Teacher quality
Principal leadership
Parent involvement
My name is Tonee. I used to go to Victory. I was there from 3nd grade until graduating from 8th grade. I had times I didn't like it there, and some times I liked. My favorite times were being with Miss. Flesner and Mrs. Bahr. They were my favorite teachers there, and they still are. They are the only things that made it good to be there.
My name is Faith. I attended my eighth grade year to victory just last year. And THEM TEACHERS CRAZYYYYYY. I was maybe the worst student there. I couldnt handle mister christianson always staring. and miss uszer always talkin bout her yeaast infection like DANG I DONT NEEDA KNOW. and they picked on me ALLL THE time like they wouldnt even give me the chance to try and hcange cuz to them it was impossible. DONT GET ME STARTED ON THE SUBSTITUES. one was hittin boys with canes, another sleeping during the job. and the WORST ms Long, GAVE US SECOND GRADE WORK!!!!!!!. and that lunch is disgusting. -.- IF THEY didnt spend money on stuff they didnt need itd be a beeterr school. and MR BARTON. welllll HESSSS GOTTTTT TO GO.
I am an 8th grader currently attending Victory for the Italian Immersion, and my personal views of this K-8 school is it's reluctant. The teachers are over dramatic and irresponsible, some even inappropriate. This school lacks intelligent role models and profit, leaving us middle schooler's without appropriate tools we need to successfully renovate ourselves to highschool. Most of the staff aside from teachers are unfair and irrelevant to students. One of my MANY disliked teachers is Ms.Denise Waddy Perine, she is completely unfair to me and many other students and should be kicked out for using profanity, ghetto slang, and much more. These teachers claim to be very intelligent and trustworthy when really they are truthfully uneducated and immature. I am not one of the best acting children according to the school, but i always maintain a Proficient and Advanced grade point average. Do you really think if i was that horrible i wouldve had good grades? no i think not, i and many other students are just not scared to stick up for what we know is right and fair. I beg of you to not enroll your children inside such an uneducated school because it will affect there future. _Shailynn
Victory Has Great Teachers Not All But Most Are Good. But, The Principal Ms.Varela-Katz Has Lost Complete Control Of The School. The Assistant Principal Ms.Govani Should Be The Actual Principal She Is Great At Her Job. Also, This School Is Broke And Constantly Asking For Money. I Just Graduated And Am Honestly Glad I Get To Leave That Place. My Name Is Armando Perez-Mojica And I Wasn't The Best Child Probably The Worst But Even I Can Tell If Ms. V-K Was Gone I'd Go Back Anytime. And I Know Its Her Because The One Year She Wasnt There While I Was Our Prinicipal Wasnt The Brightest But I Learned Alot And Loved It Back Then. I Give It 1 Star Until The Pricipal Leaves Then I'd Give It 4 Stars.
The Italian Immersion program is an amazing opportunity to give your child. The teachers in the program have always gone above and beyond since day one and it is reflected in my child's education. The Italian Program has numerous families that sought out this program from surrounding cities and hve registered their children through the Open Enrollment Program. This is a great way to open up the world to your child.
—Submitted by a parent
I am a curret 8t grader and this school is very eductional school but this school also has its negative parts there is some 7th and 8th graders that bring inappporiate things to school and cops come to our school. There are alot of parents that complain of our Principle Mrs. Varela-Katz. Kids invented nicknames for her but the one most popular is The Witch or the Wicked Witch of the West. But Im glad that im leaving this year. but feel bad that my sister has to go there for a couple more years
The only negative thing about Victory is the principal Mrs. Vareliz. Parents please do not be turned off by her. The teachers make up for what the principal is lacking. Ms. Laurenzi, and Ms. Sizzo are excellent teachers in the Italian Immersion program. My daughter has been there since k-5 and is now a second grader. She reads and writes in Italian. She speaks Italian fluently!!! I am amazed and thankful everyday for finding such a great school. The teachers in the Italian Immersion Program all work together and go above and beyond. I will definitely be putting my younger daughter in the k-4 program.
—Submitted by a parent
This school is known to be dramatic my friend Perla goes there and she is moving to GMS (Greenfield Middle School) next year. GMS: 5/5 Victory: 1/5
—Submitted by a parent
It is the first Italian Immersion school in the country and we are very proud of that. We are trying to hang onto the arts which is difficult in this economic climate.
—Submitted by a parent
Wonderful bunch of people working hard to improve learning for all.
—Submitted by a teacher
The italian program is great and its improving over time. The school is small , but the kids get more personalized attention especially on the italian program, All the kids that attend the program are interested in learning italian. I am very happy with the school, hope more parents invest in their children education , a second or third language is very important for their future careers and jobs.
—Submitted by a parent
My son has greatly enjoyed K-5 this year! His teacher is wonderful, and the music teacher does a wonderful job of working with the students! On a scale of 1-5, I give Victory a 4!
—Submitted by a parent
There are no afterschool sports or academic programs. Parent involvment is very clicky. The school went thru 3 Principals in the last few years. I would not recommend this school after 4th grade.
—Submitted by Parent, 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 78% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
41 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 78% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 83% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 79% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 93% in 2012.
38 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 81% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
39 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 79% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
39 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.
39 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
39 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.
37 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
37 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 | 51% |
| Female | 50% |
| Male | 52% |
| Black, not of Hispanic origin | 58% |
| Asian/Pacific Islander | n/a |
| Hispanic | 33% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 69% |
| Economically disadvantaged | 44% |
| Not economically disadvantaged | 85% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 51% |
| All Students | 74% |
| Female | 90% |
| Male | 57% |
| Black, not of Hispanic origin | 72% |
| Asian/Pacific Islander | n/a |
| Hispanic | 89% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 79% |
| Economically disadvantaged | 74% |
| Not economically disadvantaged | 72% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 74% |
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 | 32% |
| Female | 48% |
| Male | 12% |
| Black, not of Hispanic origin | 25% |
| Asian/Pacific Islander | n/a |
| Hispanic | 29% |
| 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 | 32% |
| All Students | 39% |
| Female | 48% |
| Male | 30% |
| Black, not of Hispanic origin | 38% |
| Asian/Pacific Islander | n/a |
| Hispanic | 33% |
| 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 | 39% |
| All Students | 56% |
| Female | 76% |
| Male | 29% |
| Black, not of Hispanic origin | 38% |
| Asian/Pacific Islander | n/a |
| Hispanic | 54% |
| 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 | 56% |
| All Students | 19% |
| Female | 29% |
| Male | 6% |
| Black, not of Hispanic origin | 38% |
| Asian/Pacific Islander | n/a |
| Hispanic | 13% |
| 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 | 19% |
| All Students | 63% |
| Female | 81% |
| Male | 41% |
| Black, not of Hispanic origin | 63% |
| Asian/Pacific Islander | n/a |
| Hispanic | 58% |
| 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 | 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 | 53% |
| Female | 53% |
| Male | 55% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 38% |
| 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 | 29% |
| Non-disabled | 60% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 53% |
| All Students | 59% |
| Female | 58% |
| Male | 60% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 50% |
| 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 | 43% |
| Non-disabled | 63% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 59% |
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 | 51% |
| Female | 39% |
| Male | 69% |
| Black, not of Hispanic origin | 50% |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 61% |
| 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 | 51% |
| All Students | 59% |
| Female | 56% |
| Male | 63% |
| Black, not of Hispanic origin | 50% |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 70% |
| 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 | 59% |
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 | 44% |
| Female | 55% |
| Male | 31% |
| Black, not of Hispanic origin | 25% |
| Asian/Pacific Islander | n/a |
| Hispanic | 56% |
| 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 | 44% |
| All Students | 57% |
| Female | 70% |
| Male | 43% |
| Black, not of Hispanic origin | 58% |
| Asian/Pacific Islander | n/a |
| Hispanic | 57% |
| 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 | 57% |
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 | 49% |
| Female | 66% |
| Male | 36% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 54% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 63% |
| Economically disadvantaged | 48% |
| Not economically disadvantaged | 50% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 49% |
| All Students | 59% |
| Female | 67% |
| Male | 55% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 46% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 73% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 67% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 59% |
| All Students | 65% |
| Female | 73% |
| Male | 59% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 61% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 64% |
| Economically disadvantaged | 68% |
| Not economically disadvantaged | 50% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 65% |
| All Students | 60% |
| Female | 60% |
| Male | 59% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 54% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 54% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 67% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 60% |
| All Students | 59% |
| Female | 67% |
| Male | 54% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 54% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 63% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 67% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 59% |
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 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 | ||
|---|---|---|---|---|
| Hispanic | 33% | 10% | ||
| White, not Hispanic | 33% | 74% | ||
| Black, not Hispanic | 23% | 10% | ||
| Asian | 9% | 4% | ||
| American Indian/Alaskan Native | 1% | 1% | ||
| Multiracial | 0% | 2% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
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|---|---|---|---|
| Limited English proficient | 7% | N/A | 6% |
| Disabled students | 13% | N/A | 14% |
| Students eligible for free or reduced-price lunch program | 82% | N/A | 39% |
| This school | District average | State average | |
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| Students per FTE teacher | 17 | N/A | 15 |
| School leader's name |
Janine F Graber |
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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.
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| Students typically come from these schools | na |
| Students typically attend these schools after graduating | Ronald Reagan IB High School Milwaukee HS of the Arts Milwaukee School of Languages |
2222 W Henry Ave
Milwaukee,
WI 53221
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Phone: (414) 304-6700
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