Summary:
60435 has nine schools—seven elementary schools, one junior high and one high school—serving students from elementary through high school across several districts. The 2025–26 elementary results show substantial differences: the seven-school average was 36% in ELA and 24% in math, compared with state results of 56% and 40%. The most important finding is that elementary families will encounter sharply different achievement profiles, with one school standing well above the others.
Crystal Lawns Elementary School was the elementary standout: its 65% ELA result led the group by 17 percentage points over second-place Thomas Jefferson Elementary School, and its 39% math result was 4 points ahead of Jefferson’s 35%. Crystal was above the state in ELA and nearly at the state level in math; Jefferson was closer to state than the other six elementary schools. At the opposite end, Farragut Elementary School had the lowest results, at 24% in ELA and 13% in math—32 and 27 points below state, respectively. Among older students, Joliet West High School was below state in all three reported 11th-grade ACT subjects, though it scored above its district in each.
Elementary ELA improved more than math overall: the average rose 6 points from 2024–25 to 2025–26, narrowing the average gap from state by about 3 points, while average math rose just 1 point and its state gap stayed about 16 points. ELA increased at six of seven schools, but math declined at Taft Elementary School and Crystal Lawns. SchoolDigger’s three-year rankings also moved down for Joliet West (from the 51st to the 29th percentile) and Hufford Junior High School (28th to 10th), despite some recent test-score gains. As context, six elementary schools reported free/reduced lunch eligible rates of 94% to 96% for 2024–25; Jefferson led that group academically with a 94% rate, while Farragut had a similar 94% rate and the lowest results. Jefferson’s student-teacher ratio was 8.4, compared with 12.0 at Crystal and 16.8 at Farragut; these differences are observations, not explanations of test results.
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