Summary
Bethesda Elementary is a PK–5 school in Waukesha, WI, serving 401 students as part of the Waukesha School District, and it is performing above the district average and improving over time.
In 2025–2026, Bethesda ranked 216th of 1,039 elementary schools statewide (79th percentile, 4 stars), up from the 50th percentile with 2 stars in 2023–2024 and the 71st percentile with 4 stars in 2024–2025 — its strongest result in the available record. Proficiency is mostly above district and state levels. The standouts are science (72.92% proficient, about 19.5 points above the state) and social studies (81.25%, about 15.7 points above the state). Fourth- and fifth-grade ELA and math also beat district and state averages. The exception is 3rd grade ELA, where 54.17% is below the district's 56.65% but still above the state's 52.08%; 3rd grade math is essentially at district level. Among nearby schools, Meadowbrook Elementary, Rose Glen Elementary, Waukesha STEM Academy, and Summit View Elementary rank higher overall, while Bethesda is ahead of White Rock School, Prairie Elementary, eAchieve Elementary, Lowell Elementary, and Hawthorne Elementary. Bethesda's science results top Meadowbrook, Summit View, and STEM, and its 5th grade math (70.21%) is well above White Rock's 37.04%, making it a more balanced school overall.
Two areas are worth watching. Chronic absenteeism was 17.3% in 2024–2025 — equal to the state rate but above the district's 14.9%, and far above nearby high performers such as White Rock (0.8%), Meadowbrook (4.0%), Rose Glen (5.1%), and Summit View (6.0%). After improving for several years, it worsened in 2024–2025. Subgroup effectiveness is also uneven: the school ranks at the 85th percentile for Special Education students and 57th for English Language Learners and 55th for low-income students, though low-income effectiveness has climbed steadily from the 24th percentile in 2023–2024. Notably, Bethesda achieves its results with mid-range resources — $14,364 per student and a 13.1 student-teacher ratio — suggesting instruction, not extra funding or small classes, drives its outcomes.
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