Summary:
The Chilton School District in Wisconsin has only one elementary school, Chilton Elementary, which serves students from pre-kindergarten through 5th grade. The school's academic performance has been inconsistent, with fluctuating proficiency rates across different subjects and grade levels. While Chilton Elementary generally performs better in mathematics and social studies compared to the district and state, it lags behind in English language arts and science.
One concerning metric is Chilton Elementary's high chronic absenteeism rate of 17.7%, which is significantly higher than the state average. However, the school has a relatively low percentage of free and reduced-price lunch recipients, suggesting a relatively affluent student population. Additionally, Chilton Elementary has a favorable student-teacher ratio of 14:1 and a relatively high per-student spending of $11,203, which is above the state and national averages.
The analysis of Chilton Elementary's data reveals both strengths and areas for improvement. The inconsistent academic performance, potential equity concerns, and high chronic absenteeism rate suggest the need for a more comprehensive evaluation of the school's practices, resource allocation, and strategies to support student success. Addressing these challenges could help Chilton Elementary provide a more equitable and effective educational experience for all its students.
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