The top reported proficiency rate is 13% in English language arts. The lowest is 2% in Math.
Original Research by School Decision on Wirth/parks Middle School
Wirth/Parks Middle School serves sixth through eighth grades in Cahokia Heights, a residential suburban community across the Mississippi River from St. Louis in St. Clair County. The school's enrollment sits at a mid-sized level for its grade band, with roughly equal numbers of students across each year; the student body is predominantly Black, with smaller shares of students who are multiracial, white, or Hispanic. The school does not appear to have reported data on free-or-reduced-price lunch eligibility or students with disabilities or English learner status, so a reader cannot assess the economic or special-population profile from available sources.
State assessment results from the most recent year paint a picture of severe academic strain. In mathematics, fewer than a handful of students per grade showed proficiency on the Illinois Assessment of Readiness, with sixth-grade proficiency at under one percent, seventh-grade at around two percent, and eighth-grade at around four percent. In English language arts, the pattern is similar though slightly less severe: sixth and seventh graders showed proficiency rates in the low teens, and eighth graders close to thirteen percent. A small number of eighth-grade students were assessed in science and fewer than one in ten met the proficiency threshold. These are among the lowest proficiency numbers found in the St. Clair County comparison set of county districts. The school's participation rate on tests was high—roughly ninety-eight to ninety-nine percent in most grades—so the low proficiency counts represent true performance, not missing test-takers.
The cause or context of these results is not available from the data provided. The assessment methodology changed between years, making trend analysis unreliable, and the school's internal supports, staff experience, curriculum approach, recent leadership changes, or student mobility are not documented here. A parent investigating this school would benefit from asking the school directly about its academic recovery plans, staffing stability, and any recent or ongoing initiatives to address reading and math outcomes. It would also be worth learning about the character of instruction, availability of tutoring or intervention, and what supports exist for students entering from elementary school who may already be behind.
The housing market in the 62206 zip code is notably affordable. Home values are in the low range compared to both the state and national average, and rental costs are modest, making the area accessible to families with limited budgets. The broader St. Clair County housing market is active but trending downward in price. Cahokia Heights itself is experiencing slow but measurable change: a merger of three municipalities in 2021, modest new affordable housing development near the hospital, and recovery efforts tied to federal disaster funding from recent flooding. Employment is anchored by Touchette Regional Hospital and services sectors; MetroBus service connects to the regional MetroLink light-rail system.
At the district level, a significant change is underway. The district is completing a new Cahokia High School, publicly reported to open in the fall of 2026, which represents the first major facilities upgrade for the high school in decades and was financed through lease certificates and reserves rather than a property tax increase.
A prospective family should understand that this school is in a low-income community with acute academic performance challenges, as shown in state testing data. The affordability of housing and modest local living costs are real advantages for families with financial constraints. Whether this school is the right fit depends on what academic support and instructional resources a family can access alongside or outside of school, and what the school's staff and leadership are actively doing to close proficiency gaps. The data alone does not tell that story; it points to where conversation with the school ought to start.
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