Summary
Engleburg Elementary is a PK–5 school in Milwaukee, WI, with 286 students, located at 5100 N 91st St and part of the Milwaukee School District (MPS). In 2025–2026, it ranked 963 of 1,039 Wisconsin schools — the 7th percentile — with 0 stars, continuing a bottom-decile pattern: 7th percentile in 2025–2026, 6th in 2024–2025, 8th in 2023–2024, 11th in 2022–2023, and 15th in 2020–2021. About 87.41% of students received free/reduced lunch in 2024–2025, and chronic absenteeism was 58.0%, well above MPS’s 46.2% and Wisconsin’s 17.3%.
Academically, 2025–2026 Forward Exam proficiency averaged about 15.3% in ELA and 17.1% in math for grades 3–5. Grade-level ELA was 21.05% in grade 3, 17.65% in grade 4, and 7.14% in grade 5. Math was 23.68% in grade 3, 20.59% in grade 4, and 7.14% in grade 5. Grade 4 social studies was 34.29%, near the MPS average but far below the state’s 65.51%. Grade 4 science was 11.76%, about half the district’s 22.13% and far below the state’s 53.46%. Nearby, Parkview Elementary outperforms Engleburg Elementary in ELA, math, social studies, and science while spending less per student ($19,487) and having a higher student-teacher ratio (16.3). Bruce Elementary has higher ELA and science proficiency despite higher poverty (94.81% free/reduced lunch) and lower chronic absenteeism (33.7%). Madison Elementary in the Wauwatosa School District is much higher-performing but serves a much lower-poverty population (31.52% free/reduced lunch).
Engleburg Elementary spends $23,799 per student (2024–2025) and has a 14.2 student-teacher ratio — more favorable than many nearby MPS schools like Grantosa Drive Elementary (17.9) or Bruce Elementary (18.2) — yet its proficiency remains lower. Attendance is a major differentiator: schools with better outcomes, such as Parkview Elementary (37.2% chronic absenteeism) and Bruce Elementary (33.7%), have much lower absenteeism than Engleburg Elementary. Subgroup results vary: African American students ranked in the 42nd percentile in 2025–2026, far above the school’s overall 7th percentile, while special education students ranked 7th percentile and low-SES students 4th percentile. The data suggest that attendance and instructional factors, not simply funding or class size, are likely central to any improvement strategy.
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