The top reported proficiency rate is 59% in English language arts. The lowest is 53% in Math.
Original Research by School Decision on Alden Hebron Elem School
Alden Hebron Elementary is a small PreK through sixth grade school in Hebron, Illinois, a commuter village in far northern McHenry County near the Wisconsin border. The school enrollment sits at about two hundred students spread across mixed grade sizes, with roughly four-fifths white, a fifth Hispanic, and a small number of other students represented. Free-and-reduced-price lunch data was not available, nor was data on English learners or special education populations, so a reader interested in the composition of students receiving support services would need to ask the school directly.
The school's academic results reflect mixed performance. On the most recent state testing, third-grade math proficiency was notably stronger than upper grades; fourth and fifth grades showed lower results in both math and English language arts, with fourth-grade math particularly soft. Fifth-grade science results were moderate. The school's overall proficiency index places it in the top quartile relative to other districts in McHenry County, though the range within the county is wide, so this position comes with the caveat that county performance varies significantly. Test participation was high and complete. Because the school serves grades only through sixth, scores for grades beyond fifth are limited to one available result; the school's middle and high grades feed into a combined building downstream.
Hebron itself is a small, tight-knit place with modest downtown amenities clustered on Main Street near the intersection of Routes 47 and the state highway system. The village sits about ten miles north of Lake Geneva and relies on car travel for most shopping and services. Housing values in the area have grown at a moderate pace, with the median home value significantly higher than the state benchmark and the affordability picture tighter than the national average, reflecting a suburban commuter-belt dynamic. The community has established subdivisions filling in with single-family homes, and some vacant land zoned for residential development, but growth feels incremental rather than rapid. Schools here sit on a campus physically separated from downtown, across the street from the middle and high school building.
A material context for the school district is the failure of two bond referendums over the past several years. In April 2019 and again in November 2022, voters rejected major facility renovation and improvement bonds. The middle and high school building, which sits across from the elementary school, has had no significant updates since several decades ago and carries documented needs in roofing, plumbing, windows, mechanical systems, ADA accessibility, secure entrances, and portable classroom elimination. These facility challenges remain unaddressed by bond funding, a lasting condition families choosing this school should understand and may want to discuss directly with administrators.
The elementary school itself appears operationally sound with healthy participation rates in state testing and no apparent staffing or attendance data that raised concerns. Class sizes are modest. Programming details beyond core academics were not available in the provided data. A parent considering this school would do well to ask about any portable classroom use at the elementary building and about capital improvement timelines at the district level, given the referendum context, to understand what physical environment changes might occur during a child's tenure here.
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