Summary:
Woodland CCSD 50 has four schools spanning preschool through eighth grade, with 4,563 students enrolled in 2024–25. Woodland Primary serves preschool–kindergarten, Woodland Elementary serves grades 1–3, Woodland Intermediate serves grades 4–5, and Woodland Middle serves grades 6–8. Across the three schools with reported scores, the average was 47% in ELA versus 56% statewide and 33% in math versus 40% statewide. Most importantly, results are below state averages in both subjects, with especially wide gaps in several grade-level math results: Intermediate fourth grade was 13 points below the state, and Elementary third grade was 9 points below.
There is no single school leading in both subjects. Middle had the highest all-grades ELA result at 57%, 1 point above the state, while Elementary led in math at 40.0%, just above the state’s 39.6%. At the other end, Elementary’s ELA result was 38%, 18 points below the state; Intermediate’s math result was 28%, 12 points below. Grade-level results add nuance: Middle eighth-grade ELA was 1 point above its state benchmark, but Middle math was below the state in all three grades. Science was also below state results in both reported grades: Intermediate fifth-grade science was 42% versus 48% statewide, and Middle eighth-grade science was 49% versus 52%.
Recent trends differ by school: Middle improved by 6 points in ELA and 2 in math, while Intermediate fell by 3 points in ELA and 6 in math; Elementary’s ELA fell by 8 points even as its math rose by 1. The group’s average results moved farther below state results over the same period. SchoolDigger’s statewide percentile rankings also declined from 2023–24 to 2025–26: Middle went from 55 to 37, and Intermediate from 56 to 26. For context, in 2024–25 free/reduced lunch eligible rates ranged from 38% at Middle to 45% at Primary; Primary also had the highest student-teacher ratio, 15.2, and highest 2025–26 chronic absenteeism, 28%, compared with 18%–21% at the other schools. Primary has no reported test scores in this data.
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