Summary
Berry Elementary is a PK–5 school in Appleton, WI, serving 368 students in the Appleton Area School District. In 2025–26, it ranked 468th of 1,039 Wisconsin elementary schools (55th percentile, 3 stars), placing it above the district average and above every same-district nearby elementary. But the school has slid significantly from its 2020–21 rank of 87th percentile and 4 stars, a 32-point decline over five years. Attendance is a clear strength: chronic absenteeism was 7.1% in 2024–25, far below the district's 15.7% and the state's 17.3%.
Compared with nearby Appleton Area School District schools, Berry Elementary is the top-ranked in this group. Its 55th percentile is 16 points above the next same-district peer, Richmond Elementary (39th percentile, 2 stars), and 26–31 points above McKinley Elementary, Horizons Elementary, Johnston Elementary, Edison Elementary, and Stephen Foster Elementary Charter (all 24th–30th percentile, 1–2 stars). Berry Elementary also serves a less economically disadvantaged population: its free/reduced lunch rate is 22.55%, compared with 46.94%–64.50% at same-district peers. Spending per student is $17,105, mid-to-high among Appleton peers. However, neighboring Kimberly Area School District schools like Woodland School (96th percentile, 5 stars) and Sunrise Elementary (79th percentile, 4 stars) far outperform Berry Elementary, though they have much lower poverty rates.
Berry Elementary's ELA and math proficiency is generally above district and state in most grades, with Grade 5 particularly strong (66.10% ELA, 64.41% math). Science and social studies became relative weaknesses in 2025–26, both below district and state. The school's relative effectiveness for several student groups, including low-income students, has weakened: one subgroup fell from the 89th percentile in 2023–24 to the 13th in 2025–26, and low-SES students dropped from 72nd to 35th. Because attendance is strong and demographics are more favorable than same-district peers, the decline points more toward instructional or programmatic factors. The priority is reversing the multi-year slide, especially in subgroup support and science/social studies, while preserving attendance and core ELA/math strengths.
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