Summary
Weinland Park Elementary School is a PK–5 school in Columbus, OH, serving 279 students as part of Columbus City Schools District, and it ranks among Ohio’s lowest-performing elementary schools: in 2025–2026 it was 1461st of 1560 schools statewide, in the 6th percentile with 0 stars, below its district (683rd of 773 districts, 12th percentile, 1 star). Its percentile was 8th in 2023–2024 and 2024–2025, 5th in 2022–2023, 4th in 2021–2022, and 2nd in 2020–2021, so the slip to 6th continues a long bottom-tier pattern.
In 2025–2026, proficiency was below district and state averages in every reported subject. The most urgent weaknesses are 5th grade science and math, each at 4.3% proficient, versus district averages of 35.8% and 28.4% and state averages of 62.7% and 59.1%. Third grade math was 23.5%, 3rd grade ELA 26.5%, and 5th grade ELA 34.8%. Fourth grade was a relative bright spot: math and ELA both reached 37.2%, close to the district’s 41.3% and higher than several nearby schools in ELA. Chronic absenteeism is high at 59.8%, above the district’s 53.8% and near 56–60% since 2022–2023 after a 70.3% peak in 2021–2022. The student-teacher ratio was 17.4 in 2024–2025, and spending was $11,758 per student in 2018–2019, similar to same-district peers, so resources do not appear to be the main differentiator.
Compared with nearby schools, Weinland Park Elementary School is not alone: Hamilton STEM Academy (K-6), Beatty Park Elementary School, and Windsor STEM Academy (K-6) are also in the bottom tier, while Hubbard Elementary School ranks somewhat higher. United Schools Columbus and Graham Elementary and Middle School also outperform it, and Stevenson Elementary in Grandview Heights Schools is a stark contrast at the 96th percentile with 5 stars, over 90% proficiency in early grades, and only 4.2% chronic absenteeism. Subgroup results are uneven: female students rank in the 17th percentile, while male students are in the 1st, low-income students in the 9th, and special education students in the 1st. Families may want to ask about targeted supports for male students, low-income students, and students with disabilities, since reducing absenteeism could be a major lever for improvement.
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