The top reported proficiency rate is 45% in Social studies. The lowest is 21% in Science.
Original Research by School Decision on La Casa De Esperanza Inc
La Casa De Esperanza Inc is a small school district in Waukesha County, Wisconsin, serving students from pre-kindergarten through eighth grade. It operates a single school, La Casa de Esperanza Charter School, and its name derives from a nonprofit organization that runs the charter. Because the district does not serve high school grades, there is no graduation rate to report, and the academic picture is drawn entirely from the state assessments taken in grades three through eight.
On the Wisconsin Forward exams, proficiency rates across math, English language arts, science, and social studies fall below what many families see elsewhere in Waukesha County. In math, the share of students scoring proficient or advanced ranges from roughly a fifth to just over a third, depending on the grade. In English language arts, the pattern is similar: about a fifth of students reach proficiency in most grades, with seventh grade reaching slightly higher. Science results for fourth and eighth grade show about a fifth of students proficient. Social studies is the one subject where performance climbs meaningfully, with eighth graders reaching a majority proficient level, while fourth graders are about a third proficient.
Compared with other districts across Waukesha County, the district’s overall proficiency index places it in the bottom quartile. That is a clear signal that academic attainment lags behind the county median and most of its neighbors. A parent looking at these results should know that the district serves a population that is predominantly Hispanic, along with a smaller share of Black students and a still smaller share of White students. The proportion of students from low-income households is not reported in the available data, so that factor cannot be assessed here. The district also reports a chronic absenteeism rate that falls in the bottom quartile of the county as well, meaning a substantial share of students are missing enough school to affect learning.
The district’s enrollment is modest and spans from preschool through eighth grade, with the largest groups in kindergarten and first grade, then tapering through the middle school years. This enrollment shape suggests that some families may leave the district for high school, which is not offered here, but also that the early grades have a solid base. There is no information in the data about special education enrollment, English learner status, or staffing ratios. The school environment and access section of the data is largely empty, so it is not possible to describe discipline rates, course offerings, or the condition of facilities. A parent who wants a fuller picture would need to reach out to the school directly.
The district sits in Waukesha County, but the specific community it serves is not named in the data. What is clear is that this is a charter school district, meaning the school operates under a contract with a sponsor and has some flexibility in curriculum and governance. The absence of high school grades means that for families with children approaching ninth grade, the district is only a partial option, and they would need to plan for a transition.
For a parent considering this district, the key factors are these: it is a small, predominantly Hispanic-serving charter school with a pre-K–8 span, located in a county with generally strong school performance but delivering results that are well below the county average. The chronic absenteeism rate is high, which is a concern that a family may wish to explore with the school, since it can be both a symptom of other challenges and a drag on learning. The school’s nonprofit affiliation may shape its approach, but the data do not reveal any specific programs or partnerships. What is missing matters here. There is no information about extracurricular offerings, before- or after-school care, or any special academic tracks. The district has not publicly reported district-wide changes or strategic initiatives, so the record is essentially static.
This place fits a family who values a small, charter-based setting and is comfortable with a student body that is predominantly Hispanic and Black. It fits a family who is realistic about academic outcomes that are significantly below the county’s typical pattern and who may be willing to work closely with the school to address attendance and learning gaps. For a family focused on high test scores, broad course options, or a traditional district with a full K–12 pathway, this is not the right fit without a very close look at whether the school’s environment and support structure align with their child’s needs.
See more original research from School Decision →