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GreatSchools Rating

Cumberland Elementary School

Public | PK-5 | 690 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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18 reviews of this school


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Posted September 5, 2011

My two children transfereed to this school in 4th and 3rd grade from a local catholic school. The transisiton was difficult for the entire family. We did not start here and we for sure were outsiders. It was a difficult choice we made as parents based on our children's educational needs. However, I could not be more pleased with the outcome. The comments regarding the principal are unwarrented. She is extremely professional. More importantly she is effective! She knows every child's name in that school. My children will go on to succeed because of Mrs. Heffron. I have never seen a school try so hard and execute as they have with my two children. I am a fan. A BIG ONE!
—Submitted by a parent


Posted August 14, 2011

The principal seems very unprofessional and she is strict on the kids. If she has a problem with the parent(s), she will take it out on the kids. The school is VERY cliquey, and bullying is a big factor at this school. Other than that, the education is great at the school and don't get me wrong, I would say it's way better than MPS schools. The guidance counselors try to help but it almost seems like they can't control the kids who are bullies.
—Submitted by a parent


Posted September 23, 2010

Great school. Strong leadership from principal who has been very helpful to my family. Great teachers. We are blessed that our son goes here.
—Submitted by a parent


Posted March 21, 2010

Mediocre teaching, one size fits all model. I'm not sure the teaching rises to the caliber of the student body,
—Submitted by a parent


Posted September 11, 2009

Cumberland's strengths - Most Teachers are excellent, parent involvement is extremely high and the PTO does a lot of great things for the school. Weaknesses - Not a fan of the Principal. I've seen her handle many things poorly. She talks a lot about 'Capturing Kid's Hearts,' but I have yet to see it happen. She sets a tone for the building that many are uncomfortable with (children and parents alike). I guess I had higher expectations for my childrens' school in that department. I hope the new beyond teacher has a better way with kids than the last one did. There could be more extra-curricular activities, and there are a lot of fees at the beginning of the year.
—Submitted by a parent


Posted May 13, 2009

Both my kids went through Cumberland and are now at the Middle and High School. While school districts cut budgets, WFB schools still have strong music, art and gym classes. The 'Beyond' program for advanced students was a godsend for both my kids. A public school that has accelerated programs through high school! Can't beat that. Everyday Math doesn't work for all, and many teachers tailor their lessons to the class anyway. Involved parents are a mixed blessing. Teachers welcome extra parent help, but no school can cater to each parents' ideas. We've met many wonderful Cumberland parents and kids over the years. Fun lunch complaints? OK, you try to feed hundreds of kids quickly, and inexpensively with no kitchen facilities. My kids packed their own lunch when McDonald's was brought in.
—Submitted by a parent


Posted January 17, 2009

All WI public schools are not equal. The faculty and staff are dedicated and more than qualifed to teach. The students and families are wonderful. Parents are very involved. This school is in an 'affluent' neighborhood, but lacks basics like handicap access and school lunch. The principal is great at public relations, but is extremely reluctant to change or even consider change.
—Submitted by a parent


Posted January 8, 2009

We recently moved to the area. We looked around a lot for the best schools for our 3 children. I have found it a very hard transition for my children to go to Cumberland and the Middle School. There is no hot lunch program, which is very difficult when you have picky eatters!! And they are very fast paced. After being in a 'regular' school and being above average for 5 years in school my daughter has had some issues catching up at this school. They move very fast and do rely on parent volunteers ALOT! Also they seem to need money from you every week for one thing or another, it cost us over $350 to register all our children. That isn't counting all the supplies they needed!! It was crazy after attending a school that had a $5 registration fee!!! overall good, but make sure you can afford it!
—Submitted by a parent


Posted May 22, 2008

Given the restrictions and mandates that all public schools face, Cumberland seems a good place for children to learn. Cons: ~They still use the ineffective 'Everyday Math' program which has produced horrible results nationwide. ~Because parents in the community are active, it seems some teachers rely a bit too much on volunteers and ask a lot of us. ~Like all public schools, a bit too much emphasis on guidance programs (i.e. anti-bullying curriculum, which is just dumb; wherever kids gather, bullies will exist, period) and incorporating moral relativity. Just teach my kids math, reading, etc., and I'll take care of the rest, thanks. ~It's a public schools, so even though Cumberland is teeming with excellent teachers, they're not allowed much freedom. Pros: ~The staff is outstanding. The principal has a real gift for hiring gifted, enthusiastic teachers. I have yet to run across a 'time clock puncher' or a teacher who was unwilling to work with me.
—Submitted by a parent


Posted March 28, 2008

Quoted from another review: 'The school relies heavily on the volunteer pool that parents comprise but parents with any suggestions or differences in opinion are treated in low regard and at times with hostility.' I agree! I also agree about the parent gossip - shameful!
—Submitted by a parent


Posted March 5, 2008

I think this school is outstanding. To think that anyone would complain about the fun lunch, the Principal the parent involvement is ludicris. Pack you child a lunch (there is not any money made on fun lunch) if you don't like what is served and take the time to get to konw the Principal. It is wonderful to feel so welocme as well as needed in an arena where my children spend the better part of their week. Truely an outstanding school with great staff, parents and kids!
—Submitted by a parent


Posted December 5, 2007

Having two children attend the independent private school in the area and then transfer in to Cumberland, I can offer the following observations. A parent must advocate for their child, regardless of the school. For the past five years, we have found professional responsiveness on the part of the principal in matters varying from curricula to social issues. The school representatives, from principal to teacher, give the same measure of respect and privacy to other students that I would want shown to my child. The students' academic needs vary and I am appreciative that the principal and the district administration sets the bar high regarding academics. The curricula emphasizes reading and writing, and there is increased emphasis on differentiation in mathematics. History, geography and science is taught in a fun, interactive way. Cumberland School and the entire WFB district offers a high standards education at a tremendous value.
—Submitted by a parent


Posted November 12, 2007

I have two young daughters at Cumberland and we all absolutely love it. I have found all of their teachers to be incredibly responsive to questions and concerns. Although my children are very different, both have found the community they need at the school. The principal is extremely hands on. She knows all the childrens names and gets involved in everything from safety during drop off to goings on in the clinic. Parents are very involved and are welcome in the classroom for all kinds of activities. I feel very lucky that my children are at Cumberland.
—Submitted by a parent


Posted September 19, 2007

In a time when most Principals across the country are having a real discourse about 'partnering' with parents, Cumberland's is not. The school relies heavily on the volunteer pool that parents comprise but parents with any suggestions or differences in opinion are treated in low regard and at times with hostility. There also seems to be a problem with parents in the classrooms not respecting the privacy of the children(gossiping at pick up time about the behaviour of so and so, etc.) The school still relies heavily on antiquated, aversive procedures in dealing with children's behaviour and relational aggression among young girls runs rampant. The curriculum is interesting but very fast paced, many children complain there isn't time to finish eating or drinking and using the bathroom during class time is made difficult. I strongly encourage you to check out Richards School, I wish I had.
—Submitted by a parent


Posted September 19, 2007

The principal at this school is not interested in working with parents. The parents work for the principal and everyone kinda keeps there distance as a parent because of the way she treats you if you don't agree with her. The area is safe, it's not a bad school compared to the city ones,the teachers are good, alot are really good. Still, I don't feel great as I'm sending her off. I don't feel she's at a great school.
—Submitted by a parent


Posted April 20, 2007

We had excellent experiences at Cumberland School over the past 5 years. The principal seems to know the name of every student who attends the school. My children love the art and music teachers, because the teachers are enthusiastic and develop creative and fun activities. The school does not have facilities to provide a hot lunch. I am thankful for the parent volunteers who provide a hot 'fun lunch' one day each month so the kids do not need to bring a bag lunch from home. Cumberland is a friendly and supportive community. I strongly recommend Cumberland School.
—Submitted by a parent


Posted March 5, 2006

While the school seems to care about its students it has its disadvantages. The 'Fun Lunch' program is nothing but a fundraiser, and while the children enjoy it, there is little to no nutritional value to the meal. I believe that a meal offered by the school should adhere to the same food pyramid that they teach. The principal is strict, perhaps too much so. Someone needs to remind her that children are children and not just small adults. Cumberland is far from a 'bad school' however the staff there seems very reluctant to take any parent advice into consideration. My suggestion is to keep a close watch on your child and his/her learning excperience.
—Submitted by a parent


Posted February 25, 2004

I have found the principal to be entirely helpful and very involved in the day to day functions. There are many opportunities for parents to volunteer in the classroom as well as in other school functions. The teachers really care about each student and put their all into each day, many teachers live in this community as well. I highly reccommend this school.
—Submitted by Michelle Hansen, 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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 78% in 2012.

102 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
84%

2010

 
 
92%
Reading

The state average for Reading was 81% in 2012.

102 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
89%

2010

 
 
94%
Scale: % proficient or advanced

About the tests


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

Language Arts

The state average for Language Arts was 78% in 2012.

85 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 81% in 2012.

85 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
94%

2010

 
 
94%
Reading

The state average for Reading was 83% in 2012.

85 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
94%

2010

 
 
90%
Science

The state average for Science was 79% in 2012.

85 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
94%

2010

 
 
92%
Social Studies

The state average for Social Studies was 93% in 2012.

85 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
96%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


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

Math

The state average for Math was 81% in 2012.

75 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
93%

2010

 
 
93%
Reading

The state average for Reading was 81% in 2012.

75 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
94%

2010

 
 
92%
Scale: % proficient or advanced

About the tests


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

Math

All Students92%
Female94%
Male90%
Black, not of Hispanic originn/a
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin92%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities25%
Non-disabled98%
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant92%

Reading

All Students91%
Female91%
Male92%
Black, not of Hispanic originn/a
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin93%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilities26%
Non-disabled96%
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant91%
Scale: % proficient or advanced

About the tests


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

Language Arts

All Students82%
Female89%
Male76%
Black, not of Hispanic origin33%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin92%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant82%

Math

All Students89%
Female94%
Male85%
Black, not of Hispanic origin58%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin93%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant89%

Reading

All Students87%
Female93%
Male81%
Black, not of Hispanic origin66%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin90%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant87%

Science

All Students86%
Female89%
Male83%
Black, not of Hispanic origin41%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin92%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant86%

Social Studies

All Students95%
Female95%
Male96%
Black, not of Hispanic origin75%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin99%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant95%
Scale: % proficient or advanced

About the tests


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

Math

All Students91%
Female93%
Male88%
Black, not of Hispanic origin57%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant91%

Reading

All Students95%
Female98%
Male92%
Black, not of Hispanic origin79%
Asian/Pacific Islandern/a
Hispanicn/a
American Indian/Alaskan Nativen/a
White, not of Hispanic origin100%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabledn/a
English learnersn/a
Proficient in Englishn/a
Migrantn/a
Non-migrant95%
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White, not Hispanic 73% 74%
Black, not Hispanic 13% 10%
Asian 8% 4%
Hispanic 4% 10%
Multiracial 2% 2%
American Indian/Alaskan Native 0% 1%
Native Hawaiian or Other Pacific Islander N/A 0%
Source: WI Dept. of Public Instruction, 2011-2012

Student subgroups

  This school District averageState average
Limited English proficient 3%N/A6%
Disabled students 8%N/A14%
Students eligible for free or reduced-price lunch program 0%N/A39%
Source: WI Dept. of Public Instruction, 2010-2011

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 16N/A15
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

4780 N Marlborough Dr
Whitefish Bay, WI 53211
Website: Click here
Phone: (414) 963-3943

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