Summary:
Summit School District 104 includes five schools—four elementary schools and one middle school—with results reported across elementary and middle-school grades. In 2025–2026, the five-school average was 54% proficient in English language arts (ELA) and 39% in mathematics, compared with state results of 56% and 40%. These averages give each school equal weight. The clearest overall standout is Dr Donald Wharton Elementary School, which led the latest all-grades results in both subjects and also led reported elementary ELA results in grades 3, 4 and 5.
Wharton scored 78% in ELA and 51% in mathematics, respectively 23 and 11 points above state results. Its ELA score was 38 points higher than the lowest school result, Otis P Graves Elementary School’s 40%. Heritage Middle School had the lowest all-grades mathematics result, 29%—10 points below the state. Walsh Elementary School was second-highest in both subjects, at 57% in ELA and 50% in mathematics. Heritage’s all-grades results conceal a stronger grade 8: it exceeded state results in ELA, mathematics and science, while its grade 6 and 7 ELA and mathematics results were below state benchmarks.
Average results moved closer to state benchmarks between 2024–2025 and 2025–2026: the five-school ELA average rose 8 points and the mathematics average rose 5 points. Gains were uneven: Wharton improved 17 points in ELA and 10 in mathematics, while Otis’s mathematics result fell 2 points. SchoolDigger’s rankings also diverged: Wharton rose from the 21st to the 75th percentile over three years, while Heritage moved from the 39th to the 34th. Smaller size or a lower student–teacher ratio did not guarantee higher scores: W W Walker Elementary School had 130 students and a 7.9-to-1 ratio, compared with Wharton’s 114 students and 8.4-to-1 ratio, but lower results in both subjects. For 2024–2025, Otis and Walsh reported free/reduced lunch eligible rates of 97% and 96%; Heritage, Walker and Wharton reported all students receive free meals (Community Eligibility). These measures are context, not explanations for scores, and the Community Eligibility measure is not a percentage.
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