The top reported proficiency rate is 50% in Math.
Original Research by School Decision on Ohio Com Cons Grade School
Ohio Com Cons Grade School is a small rural K-8 school located in a village of declining population in north-central Illinois. The school sits on Memorial Street within the compact village core, near the civic center and school administration offices. The enrollment is small, spread across pre-K through eighth grade, with mild fluctuations in class sizes from year to year.
The most recent state assessment data available shows mixed results. In fourth-grade mathematics and English language arts on the Illinois Assessment of Readiness, proficiency stood at an even split. Fifth and sixth grade math and reading results, as well as science proficiency for fifth and eighth grades, were not reported by the state. Testing data for third and seventh grades in both subjects is also absent from the available records. A parent may want to contact the school directly to understand whether these grades have smaller populations or whether data suppression occurs under state privacy thresholds. The school's overall proficiency index places it in the top quartile when compared with other districts in Bureau County, a position that reflects the single reported datapoint.
The student body is predominantly white, with minimal racial and ethnic diversity. Free-or-reduced-price-lunch eligibility and special education or English learner enrollment figures were not available in state records. The school serves the Ohio township area and the surrounding rural community, drawing families from a region dominated by agricultural operations and the Big Sky Wind farm. Housing in the area is accessible; home values are below the state benchmark, and rental affordability measures are moderate, reflecting the rural economic context.
The district made a deliberate policy choice not to adopt Illinois' new state sex education curriculum, opting out of the standardized lesson sequence that begins in grade three. This decision shapes what health and sexuality content students encounter and is information some families weigh when considering where to live.
State assessment results are limited and partial. The school's full academic picture across grades and subjects remains unclear from available testing data. A prospective family considering enrollment would benefit from speaking directly with school leadership about the gaps in reported performance, the instructional approaches across grade bands, and what support systems exist for students working below proficiency in core subjects. The rural setting and small size create both intimacy and resource constraints that merit direct conversation.
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