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Teacher quality
Principal leadership
Parent involvement
DLH Academy has been a rewarding educational opporunity for my family. I am exciterd to see how the new Carrera program will unfold. Seeing familar teachers each year does help with transitioning to new grades.
—Submitted by a parent
My kids have attended DLHA since K5 and now they are in high school and college. I absolutely love this school. The staff and administration really care about the students, the curriculum is top-notch and education comes first. I highly recommend DLH Academy!!!!
—Submitted by a parent
well, this past school year was my first year at dlh and I will say this.... Yes, the staff is an acquired taste, there were a few adults that i could have done without starting from the higher up's all the way down to the bottom people, BUT......... I DID like the open door policy, I was there, sitting in classes all day, not only for my daughter but for my nieces and nephew also. I was allowed to go on the one and only field trip they had with my daughter, nieces and nephew. AND despite the "better than you" feeling you may get from the adults... my daughter received a TOP NOTCH EDUCATION!!! learned sign language, fractions and how to read (when she started k5 she could not read, entering 1st grade she is at beginning 2nd grade level!) SOOOOO I don't take anything personal as long as my daughter is getting the best education possible. (it helped that I am a VERY involved mom, so they may not have liked me very much, but they DO know ME!)
—Submitted by a parent
This school is a terrible joke they have 5 minutes at lunch, they make the kids walk in lines waaaay too much and their new parent pick up process is terrible!
The instruction program is good, but the office staff and some faculty members are very rude and insults parents and family members seeking information, or pick up of their children. Although the mission of the school is intended to uplift and excel student progress, it is hindered by unprofessional office staff and assistant teachers. My family is very disappointed and will transfer our child.
—Submitted by a parent
I believe DLH is a great school. The adminstration works hard to make sure every child is treated fairly. The teachers work hard as well, given the fact that each child is different and some are a handful. Others can say what they want but you cant say much about a school that happens to be the only school in the state that is an IB school!! The proof is in the pudding. Those parents on here saying they show favortism and wertent up to par....how much parent involvement did you give?? And was your child on of the ones causing all the issues......either way remember....the teacher can only do so much...we as parents make the, into who they are.....the school your child attends show only "help cultivate tour child...not make your child!!!
—Submitted by a parent
One thing I can say about DLH is that it is a safe place. Thank God! I do not worry about my child's safety when she is at school. Now, on the other hand, academically the school is not up to par. The assignments they receive is a joke. Do not expect your 8th grader to be prepared for highschool after leaving DLH. They do not challenge the children and they treat the middle school children like they are toddlers. If you choose to send your child to this school, make sure you have additional worksheets and assignments for them when they come home. It is really the parents responsibility to make sure our children are successful. In my personal opinion, I feel that DLH is more concerned about how they look and not what kind of substance they have. The uniforms look great but what are you really teaching?
—Submitted by a parent
I agree with the post on 8/25/09, the school does favor the members and asst. of CFFC. And there are days that the office staff is very rude. My son went to the school for 3 years. I pulled him out last year. If you don't think that they have favoritism come when there is a school program, like founders day and see if it's not CFFC members always up front.
—Submitted by a parent
This school is perfect for Parents who work for this school, and attend CFFC because the child will recieve favoritism over all other kids. Sad but true, my son will not be there next year. Good luck DLH!
—Submitted by a parent
My child has attended this school for since the 1st grade, now in the 6th grade, I hate to say, it's been the worst year. The grades are not up to standard, and even though the teachers do seem to try to communicate, the whole grade level is out of control. My child came home during the weeks of school, complaining they werent learning anything because it took to long for everyone to settle down and teachers spent more time yelling. Understanding it is our kids responsibility to behave but their also has to be some structure in the class where a child can function. Still debating on sending my child to another school, just hate to do it because my child is already adapted to the teachers and administrators. I will see!
—Submitted by a parent
It's unfortunate that the previous two parents had a bad experience. I had children in this school for 7 years. My children are either at or above their reading level. They are doing very well in their new schools. The administration works with the parents as needed. My concerns and issues were addressed in a timely manner.
—Submitted by a parent
This school was horrible....a joke! Take it from another parent who doesnt have much, but wants the world for thier child.....put them in a differnet school! I only write about things I am passionate about.....there are alot of things that arent right in teh school setting!
—Submitted by a parent
I cannot beleive the reviews that are so postive about this school. It makes me wonder if the staff inside the school is writing these reveiws in order to 'make thier school look better.' I was shocked by what things I saw at this school. Kids hitting teachers, throwing things at other kids, threatening teachers and others students, and, from a parents eyes, I saw nothing done by the administration. This school was a joke, and I am baffled by the fact that this school is still open. I pulled my kids out of there a few years back, and put them back in MPS and saw a drastic change in them. They actually felt safe in their classroom. My kid came home in shock because a kid was actually given consequences! These are our babies! I would think twice about your school choice!
—Submitted by a parent
I like the school and the staff as well. The teachers take their time with each student to make sure they understand what the assignment is about. They don't gave up easily on their students. My son goes here and I love every moment of it. Our son came into this school with no english, after the first year he's english improved and I see the improvement in his reading as well. By the second quarter of his second year, he advanced his reading skills to the next level. Now that is what I call great teaching by the staff. Compare him to most of his relatives, he's beyond them. We get really good compliments from our relatives. As a parents, I know I'm not regretting every moment of it. I know I've chosen the best school in the city for my child and I will continue to do that.
—Submitted by a parent
My son goes to this school.So far so good.I like the fact that the teacher's and staff are attentive to the educational and emotional needs of the children. Dlh Academy provides a safe nurturing enviroment for their students.Keep up the good work for our future leaders.
—Submitted by a parent
DLH Academy has excellent curriculum. It is an International Baccalaureat schoo. he International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools. DLH offers its curriculum for students to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. There are more than 560,000 IB students at 2,107 schools in 125 countries.e school. DLH had to qualify for this distinction and its students advance far beyond their years after attending this educational facility.
I completely disagree, and highly recommend this school. As someone who has been in a large number of other milwaukee public schools, and who has previously worked closely in other charter schools, I believe that dlh is not only an acceptable school, but an exceptional school. If you are sending your child to a public school in milwaukee, this is it. The student-to-teacher ratio is very impressive, as are the reading scores, when compared to other schools in the city. In fact, they are so in tune to their students' reading needs that it is common to see reading groups of only 3 to 5 students- sometimes even one-on-one. After seeing years' worth of discipline problems in mps, the issues at dlh are minimal. The school is small and each student is well-known to the whole staff. It is the only ib-accredited elementary school in the state, and it shows.
—Submitted by a staff
I would not recommend this school to anyone. I was inside the school for several years as a parent, and was a witness to things that should never happen in a school environment. Parents.....this school is not a good choice if you want your child to grow into a well-mannered, educated adult. Everything there is negative, parent support is lacking, resources for the students is very minimal, and the students Do not get what they need!
—Submitted by a parent
I pulled my child out of this school because of a lack of discipline and support for the teachers from the administration. I do wish to remain anonomous, but would never recommend this school to others.
—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 78% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
23 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.
23 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 83% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 79% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 93% in 2012.
22 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.
17 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
17 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.
20 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
20 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.
20 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
20 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.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
14 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 | 69% |
| Female | 70% |
| Male | 70% |
| 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 | 69% |
| Migrant | n/a |
| Non-migrant | 69% |
| All Students | 87% |
| Female | 90% |
| Male | 84% |
| 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 | 87% |
| Migrant | n/a |
| Non-migrant | 87% |
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 | 61% |
| Female | 69% |
| Male | 43% |
| Black, not of Hispanic origin | 61% |
| 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 | 61% |
| Migrant | n/a |
| Non-migrant | 61% |
| All Students | 47% |
| Female | 44% |
| Male | 57% |
| Black, not of Hispanic origin | 47% |
| 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 | 47% |
| Migrant | n/a |
| Non-migrant | 47% |
| All Students | 70% |
| Female | 76% |
| Male | 57% |
| Black, not of Hispanic origin | 70% |
| 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 | 70% |
| Migrant | n/a |
| Non-migrant | 70% |
| All Students | 39% |
| Female | 44% |
| Male | 29% |
| Black, not of Hispanic origin | 39% |
| 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 | 39% |
| Migrant | n/a |
| Non-migrant | 39% |
| All Students | 74% |
| Female | 81% |
| Male | 57% |
| Black, not of Hispanic origin | 74% |
| 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 | 74% |
| 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 | 65% |
| Female | 75% |
| Male | 56% |
| 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 | 65% |
| Migrant | n/a |
| Non-migrant | 65% |
| All Students | 65% |
| Female | 75% |
| Male | 55% |
| 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 | 65% |
| Migrant | n/a |
| Non-migrant | 65% |
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 | 45% |
| Female | 41% |
| Male | 50% |
| Black, not of Hispanic origin | 45% |
| 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 | 45% |
| Migrant | n/a |
| Non-migrant | 45% |
| All Students | 50% |
| Female | 50% |
| Male | 51% |
| 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 | 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 | 50% |
| Migrant | n/a |
| Non-migrant | 50% |
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 | 75% |
| Female | 78% |
| Male | 72% |
| Black, not of Hispanic origin | 75% |
| 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 | 75% |
| Migrant | n/a |
| Non-migrant | 75% |
| All Students | 85% |
| Female | 89% |
| Male | 82% |
| Black, not of Hispanic origin | 85% |
| 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 | 85% |
| 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
| All Students | 43% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | 43% |
| 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 | 43% |
| Migrant | n/a |
| Non-migrant | 43% |
| All Students | 71% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | 71% |
| 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 | 71% |
| Migrant | n/a |
| Non-migrant | 71% |
| All Students | 78% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | 78% |
| 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 | 78% |
| Migrant | n/a |
| Non-migrant | 78% |
| All Students | 36% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | 36% |
| 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 | 36% |
| Migrant | n/a |
| Non-migrant | 36% |
| All Students | 64% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | 64% |
| 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 | 64% |
| Migrant | n/a |
| Non-migrant | 64% |
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.
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. Unfortunately, this school didn't provide enough survey responses to generate a climate rating.
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black, not Hispanic | 88% | 10% | ||
| Asian | 4% | 4% | ||
| Multiracial | 4% | 2% | ||
| Hispanic | 3% | 10% | ||
| White, not Hispanic | 1% | 74% | ||
| American Indian/Alaskan Native | N/A | 1% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Limited English proficient | 0% | N/A | 6% |
| Disabled students | 13% | N/A | 14% |
| Students eligible for free or reduced-price lunch program | 90% | N/A | 39% |
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| Students per FTE teacher | 19 | N/A | 15 |
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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 attend these schools after graduating | Wisconsin Lutheran High School Rufus King IB High School Messmer High School |
7151 N 86th St
Milwaukee,
WI 53224
Phone: (414) 358-3542
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