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Teacher quality
Principal leadership
Parent involvement
The school overall is good, but, the younger kids are just rude as ever to teachers and their monitors. This is supposed to be an immersion school which you USED to get in via a test to see how strong your language you going to study is. Now we getting kids from other schools that been kicked out, just like that. The security guards there barely listen to the radios and sometimes turn it off. I have been there since 6th grade and graduating this year and this school is going in the toilet when c/o 2013 & 2014 leaves. MSL has lost their integrity as an immersion school.
I was a student there from 6th to 10th grade and the school was not decent at all. The students didn't care about the learning or the teachers. They believed that they could do what ever they wanted and they did not act responsible or respectful to anyone. I was bullied there for years and the only way it stopped was when I swung back. The teachers are great and always want to teach and make the best of the year, but the students don't care and stop everything that they have planned. The other problem with the school is that the teachers have no bite. When bullying takes place, they are supposed to have a conference between the two students. You can bring the issue up to the teacher or the principle and no action would be done.
i am a student who currently attends MSL. I am a 8th grader and i am highly disappointed. the only chance of having great teachers is if you went to an immersion school, if you didn't then you won't have the best teachers. i did not go to an immersion school and when i was in partial Spanish i hated it. it was impossible to learn because of the disruptive students. i knew Spanish very fluently because i spoke it at home and learned it there. when i switched into the full Spanish class there was a major change. i could actually learn and it wasn't super noisy. its a bad middle school but decent high school. your child would only benefit from this school is if they went to an immersion school or know french, Spanish or German fluently so they could be in the full immersion class. Japanese is offered there and the classes are great! by seventh grade your child will know how to read Japanese hirigana and by 8th grade they will know katakana. In my opinion the Japanese teacher is a excellent teacher better than the partial Spanish teacher. This school treats the immersion students like favorites. immersion students get to go to foreign countries but partials don't.
I was a student as MSL for several years and I am very disappointed in the school. There are always problems with the students either not paying attention or that they think that they don't have to listen to the teachers. The staff are great but they can't teach their students everythuing they can because of the students that just don't care. The lunch was terrible, disipline was a pain, and there were not many choices for extra classes, like there was no home ec. or cooking or anything. You can't even start partial Spanish if you are fluent in another language taught there. I left the school to enroll in Muskego High School.
My daughter will be completing 8th grade next week. She has been there since 6th grade and will stay through high school. I am extremely pleased with this school. She will continue with her German and now will be taking Japanese for the next 4 years. The school also does an excellent job with the "basic" courses. It is our neighborhood public school so she is able to walk there. So many parents do not want to send their child to an MPS school. All I can say is that they are truly mising out on this small "hidden gem."
—Submitted by a parent
I am a tenth grader and personally I believe the school is better than most. I've been going to this school since 6th grade. There are always the few who ruin a good thing for people who really want something but we'll never be rid of them forever, right? The one thing I wish I could change about this school would be lunch. For one, it's MPS lunch so it's automatically gross, but we only have 20 minutes to eat.
You just made my point thank you. If you like your school then you should not care what other people say about it. Best of luck to you, I hope you are going to college.
—Submitted by a parent
The person who wrote about the student who couldn't spell has issues. That student spelled everything perfectly fine. I am a Senior at MSL and have been here for the past 6 years. The 7th grader has better spelling then most of the middle school class. MSL is a great school and has great learning experiences. I understand how hard it was to learn at this school. I was in Special Ed for almost 5 years. Every hour i had was Special Ed. I knew how it felt to never learn like others. But they helped me. This school helps so many kids. And i love it.
Yea hi im a seventh grade student at msl and I think its a great school and I enjoy going there for school and I have read some of the reviws on this website and first off our princapal is not rude at all and we have no problems at all with everyone busing toganther I myself ride the bus with six highschool students who are very well bhaved and nice aside from that all of the highschool students are very kind and helpful for exsample on my first day of school in sixth grade i had trouble finding my 3rd hour class and a senior helped me to it and our school does have caring teachers and we also have awsome test scores in map amd wkce Iso over all MSL is a great school!
My son is msl student this year for the first time in 6th grade. I am very disappointed in myself and the school due to lack of commucation. it been a very ruff year to said the least; bad grades and no help and until the very end of the year. i did not all the help u could get at the school until i call myself. I think msl should have a learning session for 6th grader parents on want to do when your child or children are struggle. As far as the staff goes ill give them a C for doing their job and nothing more. Very disapponted parent!
—Submitted by a parent
We have sent our son the MSL for middle school and now into high school. He loves it! The teachers have been great, and very supportive. The continuation of instruction in the German language for our son has been very important. He started at Milwaukee German Immersion School and the language component of school is very important to him. He finds that it also allows him to excel in other areas of study. The opportunity to now take AP classes (World History) has been one of his best classes. He loves his physics and math teachers. MSL allows a small class size and learning environemnt where the students can interact with their teachers. Our son also plays on the soccer team and is forging friendships across multicultural avenues that Milwaukee needs for a bright future. The rich cultural experience of being able to travel to Germany on a class trip in the 8th grade with his mother as a chaperone was priceless. MSL also has been listed as one of the best high schools in America by Newsweek, and in 2009 MSL was 1 of 3 listed in the entire state of Wisconsin. We consider MSL as a hidden jewel. To be honest - the language program is not for everyone, it's a tough academic program.
—Submitted by a parent
We sent our daughter to MSL for 6th grade based on the school's reputation and test scores. We were severely disappointed with MSL. We did not feel the grades given reflected knowledge or ability. Our daughter was given excessive extra credit for doing basic things (turning homework on time & getting parental signatures). There were also a number of fights and confrontations my daughter witnessed. She was involved in one fight (she is not prone to fights). We moved our daughter to a non MPS school.
—Submitted by a parent
Horrible School the communication is so poor I regreat sending my daughter here. The principal is very rude. I have a very bad experinece with this school. My child is an excellent student but noticed the teachers are very disconnected, this school by far lack communication with the parents and they have teacher that do not care very much.
—Submitted by a parent
This is one of the best MPS schools. They have high test scores and the overall teachers really care about the students. If your child is interested in studying in a foreign language then I recommend MSL.
—Submitted by a parent
Schoolis soaring higher and higher every day the school has high expectations for the students
—Submitted by a parent
I don't think MSL is a good middle school. The school has over 1080 students. I don't think the school has the staff or resources to properly handle so many students. I don't feel middle school and high schoolers belong in the same environment or should ride in the same yellow buses. Its not a good influence to combine middle school with high school issues. With future budget cuts the quality of education on the downfall more students are being enrolled. I don't feel failure is acceptable and the staff and teachers aren't held accountable. Parents please do your research explore all options charter, private and smaller personalized schools.
—Submitted by a parent
This school has its overview of opinions, and as for me i believed this school was great. I graduated from the school in 2009 and now attending University Wisconsin Madison, i believed the school criteria was OK but it is great when taking advanced classes. Thanks to the opportunities I learned more than i expected. The only factor that contributes to the outcome of negative impacts from the middle school children, they are disobedience and such a disturbance!
—Submitted by a student
People say that the school is horrible. People say it's fantastic. Honestly, it's in the middle. I'm a freshman, and have been there since 6th grade. I know that I'm learning a lot. Yes, there are fights. But it's MPS. It's going to happen. Most MPS schools have fights. I find that the, I suppose you could say, disturbed or distracting students don't disrupted the cycle of learning. In my opinion only 15% of students are distracting. But the other 85% have common sense and know how to ignore the situation. 99% of the time, situations don't turn into big things. Like I said before, I'm learning a lot. The trachers are awesome and know what they're talking about.
—Submitted by a student
Anyone who says MSL is a bad school. Get your mind in gear! I'm a student there and its GREAT! I skipped a grade and i am welcomed into the sixth grade class like i'm 11! MSL is a great school and if you want to send your kids there, go for it! Soaring to sucess :)
—Submitted by a student
MSL is not a good school what so ever. They dont teach us anything, they fight alot, a lot of drama,and the students that are behaving badly in class mess up the learning cycle for the good students. Kids skip class,yell at teachers. Man its sad. And I wish that I never step foot in MSL. If your thinking about having your child go there, you should have them shadow another student so that way they can see how it really is. Dont take a tour of the school together because you get to see a few seconds of how they are in the class room.
—Submitted by a student
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.
229 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
229 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.
185 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
185 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.
173 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
173 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 73% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 74% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 80% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 75% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 78% in 2012.
104 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 | 70% |
| Female | 68% |
| Male | 72% |
| Black, not of Hispanic origin | 59% |
| Asian/Pacific Islander | n/a |
| Hispanic | 65% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 90% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 25% |
| Non-disabled | 74% |
| English learners | 17% |
| Proficient in English | 71% |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 81% |
| Female | 83% |
| Male | 80% |
| Black, not of Hispanic origin | 76% |
| Asian/Pacific Islander | n/a |
| Hispanic | 90% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 90% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 25% |
| Non-disabled | 86% |
| English learners | 50% |
| Proficient in English | 82% |
| 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 | 76% |
| Female | 73% |
| Male | 78% |
| Black, not of Hispanic origin | 70% |
| Asian/Pacific Islander | n/a |
| Hispanic | 80% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 84% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 89% |
| Students with disabilities | 38% |
| Non-disabled | 78% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 89% |
| Female | 88% |
| Male | 90% |
| Black, not of Hispanic origin | 84% |
| Asian/Pacific Islander | n/a |
| Hispanic | 95% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 91% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 62% |
| Non-disabled | 91% |
| 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 | 63% |
| Female | 69% |
| Male | 55% |
| Black, not of Hispanic origin | 57% |
| Asian/Pacific Islander | 54% |
| Hispanic | 50% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 74% |
| Economically disadvantaged | 53% |
| Not economically disadvantaged | 72% |
| Students with disabilities | 24% |
| Non-disabled | 67% |
| English learners | 14% |
| Proficient in English | 65% |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 78% |
| Female | 80% |
| Male | 75% |
| Black, not of Hispanic origin | 68% |
| Asian/Pacific Islander | 82% |
| Hispanic | 89% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 86% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 30% |
| Non-disabled | 83% |
| English learners | 72% |
| Proficient in English | 78% |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 88% |
| Female | 92% |
| Male | 82% |
| Black, not of Hispanic origin | 82% |
| Asian/Pacific Islander | 90% |
| Hispanic | 100% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 91% |
| Economically disadvantaged | 81% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 36% |
| Non-disabled | 94% |
| English learners | 85% |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 78% |
| Female | 80% |
| Male | 76% |
| Black, not of Hispanic origin | 68% |
| Asian/Pacific Islander | 72% |
| Hispanic | 94% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 88% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 88% |
| Students with disabilities | 30% |
| Non-disabled | 84% |
| English learners | 43% |
| Proficient in English | 79% |
| Migrant | n/a |
| Non-migrant | n/a |
| All Students | 87% |
| Female | 89% |
| Male | 85% |
| Black, not of Hispanic origin | 86% |
| Asian/Pacific Islander | 72% |
| Hispanic | 100% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 88% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 36% |
| Non-disabled | 92% |
| English learners | 71% |
| Proficient in English | 88% |
| 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 | 69% |
| Female | 77% |
| Male | 63% |
| Black, not of Hispanic origin | 66% |
| Asian/Pacific Islander | 57% |
| Hispanic | 65% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 78% |
| Economically disadvantaged | 55% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 23% |
| Non-disabled | 76% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 69% |
| All Students | 66% |
| Female | 71% |
| Male | 61% |
| Black, not of Hispanic origin | 58% |
| Asian/Pacific Islander | 57% |
| Hispanic | 71% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 75% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 74% |
| Students with disabilities | 23% |
| Non-disabled | 72% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 66% |
| All Students | 75% |
| Female | 82% |
| Male | 71% |
| Black, not of Hispanic origin | 76% |
| Asian/Pacific Islander | 72% |
| Hispanic | 65% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 84% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 16% |
| Non-disabled | 84% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 75% |
| All Students | 66% |
| Female | 60% |
| Male | 71% |
| Black, not of Hispanic origin | 54% |
| Asian/Pacific Islander | 72% |
| Hispanic | 76% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 75% |
| Economically disadvantaged | 51% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 8% |
| Non-disabled | 74% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 66% |
| All Students | 76% |
| Female | 74% |
| Male | 78% |
| Black, not of Hispanic origin | 67% |
| Asian/Pacific Islander | 85% |
| Hispanic | 82% |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | 83% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 39% |
| Non-disabled | 81% |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 76% |
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 | 50% | 10% | ||
| White, not Hispanic | 32% | 74% | ||
| Hispanic | 11% | 10% | ||
| Asian | 6% | 4% | ||
| American Indian/Alaskan Native | 1% | 1% | ||
| Multiracial | 0% | 2% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Limited English proficient | 3% | 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 |
Milwaukee French Immersion Milwaukee Spanish Immersion Milwaukee German Immersion |
| Colleges most students attend after graduation |
University of Wisconsin-Madison University of Wisconsin-Milwaukee Cardinal Stritch University |
| 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 |
Jennifer L Smith |
| Foreign languages spoken by school staff |
French German Japanese Chinese (Mandarin) Spanish |
| Read more about programs at this school | |
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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 | Milwaukee French Immersion Milwaukee Spanish Immersion Milwaukee German Immersion |
| Students typically attend these schools after graduating | University of Wisconsin-Madison University of Wisconsin-Milwaukee Cardinal Stritch University |
| College preparation / awareness offered | Community college courses College prep programs/courses during the year School-sponsored trips to college campuses College presentations or information sessions SAT/ACT prep classes |
8400 W Burleigh St
Milwaukee,
WI 53222
Website: Click here
Phone: (414) 393-5700
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