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Teacher quality
Principal leadership
Parent involvement
ok my son has been there since 6th grade I am impressed about the dedications from the teachers BUT the organizations of the school is terrible and yes I agree with the student who talked about the school always wanting to be #1 and push n push...they forget that they are kids and that they need to back off and let them grow to enjoy their school year NOT military training! the admin staff totally are unogranized and if they want to succeed they need to aquire business skills! but again they totally disagree with me on this trust me I have them pointers guess what it didnt get anywhere
—Submitted by a parent
I am a student there. I`m a 7th grader and i been there ever since the school was open which was for 9 years. The school is a fun school.But this year is totally different. Everything just changed with the clothes. THERE ARE UNIFORMS! The uniforms made you sweat too much and it`s going to be hard trying to take them off and change into our gym clothes then changing again and put the clothes on. It might look like a good school but really it isn`t. If your like late for classes like for tardy you`re going to get in trouble just because your tardy. And the teachers makes learning so confusion and hard to understand. This school just want to be the number one out of all the school. I remember enjoying my kindergarten age there but now it`s no more fun. Trust me! i been there for 9 YEARS! This is not a good school for your children.Please listen to me cause i been there like almost my whole life.And when I`m going to be a 8th grader I`m moving to a better school where it`s fun and learning is great and easy to understand with out the uniforms on wearing the same thing over and over again
The principal and staff are visionary leaders. Always pushing the students to excel. All students at this school are working on curriculums one level above their grade level. I don't ever have to worry if their education is being dummy down. What really sealed it for me was the fact that they teach these students how to resolve conflict in a peaceful matter. My children have not been picked or isolated by their peers and they have excelled emotionally and academically.
—Submitted by a parent
Not only do they provide great education, they also reflect upon cultures too.. Every year, student score higher than regular public school WKCE state test and over 98% Attendance.
—Submitted by a parent
Hmong American Peace Academy helps focus the children on success: academic, social, college, and career!
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.
56 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
55 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.
51 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 83% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 79% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 93% in 2012.
51 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.
58 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 81% in 2012.
58 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.
52 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 84% in 2012.
52 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.
55 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 86% in 2012.
55 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.
48 students were tested at this school in 2012.
2012
2011
2010
The state average for Math was 81% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 85% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 82% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
The state average for Social Studies was 82% in 2012.
48 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 | 68% |
| Female | 65% |
| Male | 70% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 68% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 29% |
| Non-disabled | 73% |
| English learners | 65% |
| Proficient in English | 69% |
| Migrant | n/a |
| Non-migrant | 68% |
| All Students | 65% |
| Female | 65% |
| Male | 63% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 65% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 28% |
| Non-disabled | 69% |
| English learners | 61% |
| Proficient in English | 67% |
| 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 | 47% |
| Female | 68% |
| Male | 21% |
| 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 | 44% |
| Not economically disadvantaged | 63% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 12% |
| Proficient in English | 64% |
| Migrant | n/a |
| Non-migrant | 47% |
| All Students | 69% |
| Female | 72% |
| Male | 65% |
| 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 | 66% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 59% |
| Proficient in English | 74% |
| Migrant | n/a |
| Non-migrant | 69% |
| All Students | 65% |
| Female | 86% |
| Male | 39% |
| 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 | 65% |
| Not economically disadvantaged | 63% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 41% |
| Proficient in English | 76% |
| Migrant | n/a |
| Non-migrant | 65% |
| All Students | 69% |
| Female | 86% |
| Male | 48% |
| 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 | 65% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 59% |
| Proficient in English | 74% |
| Migrant | n/a |
| Non-migrant | 69% |
| All Students | 88% |
| Female | 93% |
| Male | 82% |
| 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 | 88% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 83% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 88% |
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 | 81% |
| Female | 85% |
| Male | 78% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 81% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 89% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 76% |
| Proficient in English | 84% |
| Migrant | n/a |
| Non-migrant | 81% |
| All Students | 67% |
| Female | 73% |
| Male | 63% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 67% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 77% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 44% |
| Proficient in English | 85% |
| 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 | 76% |
| Female | 84% |
| Male | 68% |
| 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 | 72% |
| Not economically disadvantaged | 90% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 67% |
| Proficient in English | 85% |
| Migrant | n/a |
| Non-migrant | 76% |
| All Students | 68% |
| Female | 72% |
| Male | 64% |
| 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 | 65% |
| Not economically disadvantaged | 80% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 63% |
| Proficient in English | 73% |
| Migrant | n/a |
| Non-migrant | 68% |
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 | 80% |
| Female | 82% |
| Male | 79% |
| 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 | 69% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 80% |
| All Students | 72% |
| Female | 82% |
| Male | 66% |
| 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 | 60% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 72% |
In 2011-2012 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.
The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
| All Students | 49% |
| Female | 44% |
| Male | 54% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 49% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 45% |
| Not economically disadvantaged | 71% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 28% |
| Proficient in English | 71% |
| Migrant | n/a |
| Non-migrant | 49% |
| All Students | 75% |
| Female | 68% |
| Male | 83% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 75% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 86% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 52% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 75% |
| All Students | 83% |
| Female | 88% |
| Male | 80% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 83% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 86% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 68% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 83% |
| All Students | 71% |
| Female | 64% |
| Male | 79% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 71% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 85% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 48% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 71% |
| All Students | 66% |
| Female | 60% |
| Male | 71% |
| Black, not of Hispanic origin | n/a |
| Asian/Pacific Islander | 66% |
| Hispanic | n/a |
| American Indian/Alaskan Native | n/a |
| White, not of Hispanic origin | n/a |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 86% |
| Students with disabilities | n/a |
| Non-disabled | n/a |
| English learners | 44% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 66% |
In 2011-2012 Wisconsin used the Wisconsin Student Assessment System (WSAS), which includes the WKCE and WAA, to test students in grades 3 through 8 and 10 in math and reading, and in grades 4, 8 and 10 in language arts, science and social studies. The WSAS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Wisconsin. The goal is for all students to score at or above the proficient level. In private schools, only voucher program participants are tested.
The different student groups are identified by the Wisconsin Department of Public Instruction. If there are fewer than 5 students in a particular group in a school, the state doesn't report data for that group. Subgroup scores for each school are only reported for students who were enrolled as of the fall enrollment count. The All students score includes results for all students who took the test, regardless of when they first enrolled in the school.
See Wisconsin's state standards
Source: Wisconsin Department of Public Instruction
This school's GreatSchools Rating is based on academics (90%) and climate (10%). The academic rating measures students' test scores, academic growth and college readiness. The climate rating measures safety, cleanliness, parent involvement and more.
Our rating (from 1 to 10) reflects a school's overall performance. The higher the rating, the more likely the school will prepare your child for the future, so choose an above-average school (8-10) if possible. For average schools (4-7), do careful research and look for evidence that the school has high-quality programs. For below-average schools (1-3), take caution; a low-performing school may not provide the instruction or environment your child needs to learn, and you may need to supplement classroom lessons at home.
*Test scores are based on the 2012 WSAS results from the state of Wisconsin.
**The academic growth rating measures how schools affect student test score improvement over time in reading and math. This data is from 2012 and is provided by the Value-Added Research Center and Milwaukee Public Schools. Private school growth data is not included in the rating because it is not comparable with public school results.
This rating encompasses five elements of school climate: safety and cleanliness, respect and relationships, expectations for students, teacher collaboration and support, and parent involvement. This school's climate ratings are the result of GreatSchools' analysis of teacher survey data from the Spring 2012 School Climate Survey developed by Milwaukee Public Schools.
This rating evaluates a school's environment, based on its safety, order, cleanliness and more. More highly rated schools have well-kept facilities and a safe environment conducive to learning. Schools rated poorly may have a chaotic environment, conflicts among students or even theft or violence.
This rating measures whether the school has a positive learning environment and cultivates an atmosphere of respect. At a school with a higher rating, it's more likely that the school's culture celebrates hard work and learning, students treat their peers and teachers with respect and class lessons reinforce character strengths such as kindness and tolerance. A school with a lower rating may have a weaker learning environment or allow disrespectful behavior.
This rating sheds light on the academic expectations that teachers have for students. At a school with a higher rating, educators are more likely to stress academic success, ask kids to work hard and expect kids to be college-bound. At schools with lower ratings, it may be more acceptable for students to put in average or minimal effort, perform poorly on tests and lack strong academic goals.
This rating indicates how teachers feel about their school's professional environment. At a highly rated school, teachers are more likely to work well together, learn from one another, have opportunities for professional development and feel supported by the administration. At a school with lower ratings, teachers may not interact much, feel appreciated or have much input in school decisions and policies.
This rating reflects how much communication parents can expect from this school. A highly rated school is more likely to have regular communication (e.g. newsletters, emails, and meetings) between administrators, teachers and parents. This may include information about student progress, homework help and volunteer opportunities. At lower-rated schools, parents may not get regular updates and may feel less welcome at school.
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 97% | 4% | ||
| Black, not Hispanic | 2% | 10% | ||
| Hispanic | 1% | 10% | ||
| White, not Hispanic | 1% | 74% | ||
| American Indian/Alaskan Native | N/A | 1% | ||
| Multiracial | 0% | 2% | ||
| Native Hawaiian or Other Pacific Islander | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Limited English proficient | 34% | N/A | 6% |
| Disabled students | 5% | N/A | 14% |
| Students eligible for free or reduced-price lunch program | 83% | N/A | 39% |
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Art teacher(s) College counselor(s) ELL/ESL Coordinator Instructional aide(s)/coach(es) PE instructor(s) School psychologist School social worker/counselors(s) Speech and language therapist(s) Teacher aid/assistant teacher |
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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 | International Peace Academy |
4601 N 84th St -- 53225
Milwaukee,
WI 53215
Website: Click here
Phone: (414) 383-4944
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Nativity Jesuit Middle School
Milwaukee, WI
Doerfler School
Milwaukee, WI
Christ St. Peter Lutheran School
Milwaukee, WI
Prince of Peace School
Milwaukee, WI
Mitchell Integrated Arts School
Milwaukee, WI
Academia de Lenguaje Y Bellas Artes - (ALBA)
Milwaukee, WI
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