The top reported proficiency rate is 65% in English language arts. The lowest is 33% in Science.
Original Research by School Decision on Disney Ii Magnet Hs
Disney II Magnet HS serves grades seven through twelve from a single campus on the Northwest Side of Chicago, in a school district that has undergone significant structural change. The school enrolls a solid mid-sized student body with clear demographics: a substantial share identify as Hispanic, with meaningful shares of Black, white, and Asian students represented, and small numbers of other groups. The student composition reflects the city's broad diversity.
State testing data for the school is only partially available. In seventh grade, about half of tested students achieved proficiency in mathematics, while English language arts performance was notably stronger, with roughly three-quarters of seventh graders proficient. By eighth grade, the picture shifts: mathematics proficiency drops substantially to below a quarter of tested students, while English language arts remains above the midpoint at roughly half proficient. In science, eighth graders achieved proficiency at roughly one-third. For grades three through six, state data was not reported; this likely reflects that the school's primary grade band is middle and high school, with a smaller junior high population. Test participation rates for eighth grade were nearly complete, suggesting results reflect the school's actual enrollment rather than selection effects. One data note: Illinois changed scoring standards for assessments in the current year, so year-to-year trend comparisons are not yet stable.
The school's overall proficiency index across reported subjects and grades sits above the midpoint when compared to the other districts in Cook County, suggesting that while the eighth-grade mathematics decline is real and worth noting, the school is not performing below its regional context. A parent should want to look into the eighth-grade math picture further with the school directly, particularly if their child is approaching that grade level. The high school years (grades nine through twelve) are served, but high school state assessment data was not made available in the profile, so understanding academic pathway and performance for those grades would require direct conversation with the school.
The magnet status in the school's name suggests it was designed or marketed with a particular theme or program, though the specific focus is not detailed in the available data. Program offerings, whether the school offers career pathways, dual-credit options, Advanced Placement courses, arts or STEM emphasis, or other distinctive program features, were not included in the records provided, so a parent would need to consult the school's website or contact admissions directly to understand what makes this school distinctive beyond its magnet designation.
Chicago as a city is dense, walkable, and well-served by public transit, with the CTA providing access across neighborhoods. The immediate neighborhood around the school—on the Northwest Side, on Lawndale Avenue—sits within Chicago's broader framework of mixed-use residential and commercial corridors. Housing values in the Chicago area have been rising modestly, and rents have also climbed. The district itself is in transition: it is moving toward fully elected school board governance (elections for all 21 seats will occur in the coming year) and has adopted a strategic direction emphasizing neighborhood schools over the school-choice model that long defined CPS. The district also introduced a new universal curriculum across subject areas beginning several years ago, standardizing instructional materials for the first time in district history.
Enrollment and demographic data were present, but free- or reduced-price lunch counts, special education enrollment, and English learner counts were not reported in the available data, so a parent would not see full economic or learning-support context from these numbers alone. Similarly, a graduation rate for the school was not available in this profile, and chronic absenteeism and discipline information were not included.
For families considering this school, the core picture is a mid-sized, integrated school serving the secondary grades with measurable middle-school academic performance that sits above its regional peer set but shows notable variation by grade and subject. High school experience, program depth, and post-secondary outcomes remain to be explored through direct contact with the school.
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