The top reported proficiency rate is 61% in English language arts. The lowest is 36% in Math.
Original Research by School Decision on William L Thompson School
William L Thompson School is a regular public elementary school serving prekindergarten through fifth grade in Lake Villa, a small lakeside village in northern Lake County, Illinois. The school is part of Lake Villa Community Consolidated School District 41.
The school enrolls a diverse student body. The composition by race and ethnicity shows plurality among white students, followed by significant enrollment of Hispanic and multiracial students, with smaller populations of Black and Asian students. Data on free or reduced-price lunch eligibility was not available, so a reader cannot assess economic diversity directly from the information provided.
On state math assessments administered in 2024-25, the school shows results below the state's proficiency benchmarks in all tested grades. In third grade, roughly two in five students achieved proficiency; that rate declined to about one-third in fourth grade and one-quarter in fifth grade. Math proficiency trends downward across the grade span. English language arts proficiency tells a different story. Third-grade reading proficiency was slightly above three in five, and fifth grade rose to two-thirds of students proficient, representing stronger performance in literacy. Proficiency in science, assessed only in fifth grade, was just above half of students. These test results place the school below the midpoint relative to other districts in Lake County on an overall proficiency index. State testing data was not available for grades six through eight, which reflects the fact that the district recently moved sixth grade from elementary schools into Palombi Middle School, meaning Thompson now serves only through fifth grade.
The broader context matters. District 41 adopted new math curricula across all grade levels in 2024-25, shifting instruction toward conceptual understanding and real-world application rather than procedural fluency alone. This pedagogical change is still underway. All four schools in the district, including Thompson, earned Leader in Me Lighthouse Status, meaning the school implements Covey's Seven Habits framework to shape daily student experience and character development. The district completed a Portrait of a Graduate in 2024 and allocated new staff and resources to special education, English learners, response to intervention, and enrichment services—changes parents will see reflected in program offerings and support structures in coming years.
Thompson's location in Lake Villa sits within a village in active redevelopment. The downtown along Cedar Avenue is undergoing planning for mixed-use activation with a new TIF district and developer selection. New residential construction is underway on the edges, including a Lennar subdivision and age-restricted senior apartments. The former Pleviak Elementary School property is being acquired by the village from the district for redevelopment, signaling shifts in the district's physical footprint. The village has a Metra station providing access to Chicago and broader job centers, and civic anchors include the library, parks, and forest preserves. Median home values in the Lake Villa zip code are in the mid-range for the region, with year-over-year appreciation in the low-to-mid single digits. Rental costs have risen substantially over the past year.
A parent considering Thompson should understand that the school's current test scores in math are modest and worth exploring in depth with school leadership regarding instruction, support structures, and the transition to new curricula. Reading scores are stronger, and the school's commitment to the Leader in Me framework and the district's broader Teaching and Learning Plan signal ongoing efforts to strengthen both academics and character. The school serves a mixed-income, racially and ethnically diverse student body in a village that is growing and redeveloping. The move of sixth grade to middle school simplifies the elementary experience for current students but represents a significant operational shift within the district. A parent should ask the school directly about how the math curriculum changes are being implemented, what data the school is using to monitor student progress in the transition, and what specific supports exist for students below proficiency.
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