The top reported proficiency rate is 50% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Mckinley Jr High School
McKinley Jr High School serves students in grades six through eight in South Holland, a mature residential suburb on Chicago's south side. The school is part of South Holland School District 150, a small district whose enrollment reflects the community's demographic makeup: the student body is predominantly Black, with a smaller Latino population and very few students from other backgrounds. The school's enrollment sits at a modest level for its grade band, distributed roughly evenly across the three grades.
Academically, the picture is mixed and uneven. State assessment data from the 2024-2025 school year shows that English language arts proficiency improves as students move through the grades. Sixth graders achieved proficiency at just under half the tested rate, seventh graders at a similar mark, and eighth graders at a notably higher rate. This trajectory is encouraging but leaves many students below proficiency, particularly in the middle grades. Mathematics presents a starker challenge. Sixth-grade math proficiency sits at one in five students, seventh-grade performance is roughly the same, and eighth-grade results climb slightly but still fall below one in four students. Science data for eighth grade shows similar struggle, with proficiency in the low-to-mid range. Across the tested grade levels in all subjects, the school's overall proficiency profile places it below the midpoint among districts in Cook County.
These results warrant attention. A parent should speak directly with the school about what instructional supports and remediation strategies are in place for students not meeting grade-level standards, particularly in mathematics where the proficiency gaps are widest. It is worth asking what resources are available for students working below grade level and whether there are after-school, summer, or intervention programs designed to close those gaps. Course sequences and pathways in middle school often set the foundation for high school trajectory, so understanding the school's approach to skill-building now matters.
The locale itself is a car-oriented suburb without major walkability, anchored by single-family homes, light industry along highway corridors, and commercial strip retail. Daily life revolves around auto travel and proximity to Interstate 94. South Suburban College sits within the village, but beyond that, civic anchors are modest. Transit is limited; the nearest Metra commuter rail is in neighboring Harvey, several miles away. The village is a built-out, mature community pursuing rehab-and-infill of existing housing stock rather than major new construction. Housing values in the area are moderate, and rental costs are reasonable relative to the broader Chicago metropolitan market.
McKinley serves the community it is embedded in. Families choosing this school should expect a working-class to middle-class suburban setting with a predominantly Black student population, a small campus within that suburban framework, and a current academic picture that shows particular need in mathematics and science. The school's English language arts results, especially in eighth grade, suggest some upward momentum, but the foundation of basic skill proficiency across the grades is not yet where many families would hope. For families prioritizing an immediate strong academic environment, this data points to a need to investigate further what targeted supports exist for students not yet meeting standard. For families in the community seeking a neighborhood option with potential for improvement, the school is present and accessible, though questions about trajectory and resource allocation are fair to raise directly with school leadership.
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