Summary
Kenneth Murphy School is a K-5 elementary school in Beach Park, IL, serving 394 students as part of the Beach Park CCSD 3 district, which ranks in the bottom 1% of Illinois school districts. The school has historically performed in the bottom 15-20% of Illinois elementary schools, with a current state ranking of 1,767 out of 2,056 schools (14th percentile) for the 2024-2025 school year, earning it a 1-star rating. Over 53% of students qualify for free or reduced-price lunch, and despite spending a significant $19,380 per student, academic outcomes remain well below state averages.
There are some positive signs of improvement. Between the 2023-2024 and 2024-2025 school years, Kenneth Murphy saw a dramatic increase in test scores, with English Language Arts (ELA) proficiency doubling from 12.5% to 25.5% and math proficiency increasing by over 70% from 9.4% to 16.2%. Chronic absenteeism has also improved significantly, dropping from a peak of 36.6% in 2021-2022 to 24.0% in 2024-2025, which is now below the district average of 26.6% and the state average of 25.4%. Within its own district, Kenneth Murphy is the middle performer, outperforming Howe Elementary School in both ELA (25.5% vs. 18.4%) and math (16.2% vs. 11.0%), but significantly outperformed by Oak Crest School, which leads the district in both subjects (32.9% ELA, 25.0% math).
However, the school faces critical challenges, particularly for its most vulnerable students. Low socioeconomic status students rank in the bottom 4% of the state, and English Language Learners rank in the bottom 7%, both showing steep declines from previous years. Grade-level performance is inconsistent, with 5th grade being a relative strength (32.4% ELA proficiency) and 4th grade a significant weakness (16.1% ELA, 12.9% math). Notably, nearby schools in the Waukegan CUSD 60 district, such as John S Clark Elementary School (46.6% ELA, 43.2% math) and H R McCall Elementary School (48.8% ELA, 30.9% math), achieve far better results despite serving a similar or higher percentage of low-income students, suggesting that factors beyond poverty are driving the performance gap. The school's ability to sustain its recent academic gains and improve outcomes for its low-SES and ELL students will determine its future trajectory.
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