GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
Parent involvement strongly encouraged. Communications are great. Child performing very well academically-feel school prepares children academically. Some teachers may need work.
—Submitted by a parent
I am disappointed with the overall rating of a 3 for our school based solely on our WKCE test scores. What is not taken into account with this rating is students' academic growth. Last year, our students overall made two years growth! We'd love to share that data.
—Submitted by a teacher
Capitol West Academy provides students with the latest research-based curriculum innovations to help ensure success for all learners. Teachers teach to students' strengths and provide at-level instruction! Teachers also work with families to build a partnership between home and school. This is a great school!
—Submitted by a teacher
The principal was very nice and approachable. The first year was very successful. Great teacher. The second year was not the same quality. My child would go days without homework in certain subjects and the teacher seemed a tad clueless. I am thinking about not returning my child because the standard of teachers is too questionable.
—Submitted by a parent
I disagree with the previous review.my family LOVES the principal and we are very sad to see her go. The principal did such a great job of setting up policies and practices that the school ran smoothly in her absence. She had severe medical problems and was unable to come back. I will miss her! However, the great staff and leadership will continue to provide great education for the students. I love CWA! I disagree with the previous review.my family LOVES the principal and we are very sad to see her go. The principal did such a great job of setting up policies and practices that the school ran smoothly in her absence. She had severe medical problems and was unable to come back. I will miss her! However, the great staff and leadership will continue to provide great education for the students. I love CWA!
—Submitted by a parent
The office staff and teachers are changing almost every year. I have a hard time keeping up with who is going to be the teachers, office staff and even Principal. The last 2 years the staff & principal have been the best ever althought most of the teachers did change. The office staff changed as well and you never know if they will be nice or not. The Director on the other hand is rude and has not handle issues that came up the last part of the year as the Principal was out. You would think she would welcome parents and instead she is rude. I'm not sending my kids back fo this reason. The biggest issue is her in my opinion.
—Submitted by a parent
I have sent my children there for the last 3 yrs and to be very honest, the last 2 yrs were the best they had. My 1 child has special needs and I have had to get the principal involed in helping my child succeed. I disagree with the statement that the Principal is not that good. She does a wonderful job with the kids and is fair. The Director is a whole other story. I have decided not to send my kids back bcuz the Principal is not returning and the Director has shown me she really has no compassion for the kids. There are many parents who are considering moving their kids from CWA bcuz of the way the Director has handled things since the Principal has been out on MEDICAL LEAVE. This school was great the last 2 yrs & I'm sorry to see the Principal go!
—Submitted by a parent
Office staff are very helpful, the teachers are great! However the principal is not the best as a matter of fact she has not been around for the last several months. It appears though that all of the staff have come together and worked very hard to get through this rough time of a non-existent principal. My hope is the principal does not return.
—Submitted by a parent
CWA is a great school. It has a very welcoming environment and it is in a safe neighborhood. I trust the teachers abd administrators. They work so hard and give 100% everyday. I have been very pleased with this school.
—Submitted by a parent
Excellent teachers, good administration, very nice and professional office staff.
—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.
21 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
21 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.
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 83% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 79% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 93% 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
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 81% 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
The state average for Math was 79% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
13 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.
10 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
10 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.
10 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
10 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
10 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
10 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
10 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 | 67% |
| Female | 91% |
| Male | 40% |
| 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 | 64% |
| Not economically disadvantaged | 71% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 67% |
| All Students | 67% |
| Female | 82% |
| Male | 50% |
| 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 | 64% |
| 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 | 67% |
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 | 36% |
| Female | 67% |
| Male | 13% |
| 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 | 43% |
| Female | 67% |
| Male | 25% |
| 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 | 36% |
| Female | 67% |
| Male | 13% |
| 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 | 21% |
| Female | 50% |
| Male | 0% |
| Black, not of Hispanic origin | 21% |
| 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 | 21% |
| Migrant | n/a |
| Non-migrant | 21% |
| All Students | 64% |
| Female | 83% |
| Male | 50% |
| 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
| All Students | 65% |
| Female | 67% |
| Male | 63% |
| 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 | 63% |
| 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 | 65% |
| All Students | 43% |
| Female | 50% |
| Male | 38% |
| 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 | 25% |
| 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 | 43% |
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 | 38% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 38% |
| All Students | 62% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | 62% |
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 | 73% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 73% |
| Migrant | n/a |
| Non-migrant | 73% |
| All Students | 73% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 73% |
| Migrant | n/a |
| Non-migrant | 73% |
In 2011-2012 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.
The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | 10% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 10% |
| Migrant | n/a |
| Non-migrant | 10% |
| All Students | 40% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 40% |
| Migrant | n/a |
| Non-migrant | 40% |
| All Students | 40% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 40% |
| Migrant | n/a |
| Non-migrant | 40% |
| All Students | 40% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 40% |
| Migrant | n/a |
| Non-migrant | 40% |
| All Students | 30% |
| Female | n/a |
| Male | n/a |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | n/a |
| Proficient in English | 30% |
| Migrant | n/a |
| Non-migrant | 30% |
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.
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 | 84% | 10% | ||
| White, not Hispanic | 8% | 74% | ||
| Hispanic | 7% | 10% | ||
| Multiracial | 2% | 2% | ||
| American Indian/Alaskan Native | N/A | 1% | ||
| Asian | N/A | 4% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Limited English proficient | 0% | N/A | 6% |
| Disabled students | 12% | N/A | 14% |
| Students eligible for free or reduced-price lunch program | 81% | N/A | 39% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 11 | N/A | 15 |
| Special staff resources available to students |
Art teacher(s) Computer specialist(s) ELL/ESL Coordinator Instructional aide(s)/coach(es) Math specialist(s) PE instructor(s) School psychologist Speech and language therapist(s) Teacher aid/assistant teacher |
| Foreign languages spoken by school staff |
Spanish |
| Read more about programs at this school | |
| Academic awards received in the past 3 years |
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| Community service awards received in the past 3 years |
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| Level of special education programming offered |
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| Extra learning resources offered |
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| Staff resources available to students |
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| Staff resources available to students |
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| School facilities |
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| Staff resources available to students |
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| School facilities |
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| Visual arts |
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| Performing and written arts |
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| Clubs |
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| Level of ESL/ELL programming offered |
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| Languages supported by ESL/ELL programs |
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| Staff resources available to students |
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| Foreign languages spoken by staff |
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| Staff resources available to students |
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| School facilities |
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| Extra learning resources offered |
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3939 N 88th St
Milwaukee,
WI 53222
Website: Click here
Phone: (414) 465-1302
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