The top reported proficiency rate is 70% in Science. The lowest is 40% in Math.
Original Research by School Decision on South Wilmington Grade School
South Wilmington Grade School is a small, combined elementary and middle school serving kindergarten through eighth grade in a rural village of about a few hundred people in Grundy County, Illinois. The school enrolls approximately 86 students across all grade levels, with enrollment fairly balanced across grades K through 2 and 6 through 8, and notably smaller cohorts in grades 5. It is the only school in the South Wilmington Central Consolidated School District 74.
The village of South Wilmington itself is a historic coal company town established in the late 19th century, now a quiet residential settlement set in agricultural countryside. Most residents commute by car to jobs in neighboring towns. The school building sits on 5th Avenue within the village proper, embedded in the small town grid rather than on a separate campus. There is no high school in the village; students who complete eighth grade must transfer to regional districts, primarily Coal City Schools or Wilmington CUSD for secondary education. Housing in the area is stable but with thin inventory, median values in the lower range for the county, and an older population (median age around mid-40s).
Academic results from the most recent state assessments show mixed performance. In English language arts, fourth-grade proficiency is strong, while fifth-grade results are noticeably lower. Mathematics shows a similar pattern, with solid fourth-grade performance but considerably weaker results in fifth grade, where only a small portion of tested students reached proficiency. Fifth-grade science results were stronger. Testing results for third grade and all upper middle grades (6, 7, 8) were not publicly reported, likely due to small cohort sizes in some grade levels. The school's overall proficiency index places it above the midpoint among districts in Grundy County.
The student body is entirely white, reflecting the demographic composition of the village. Free-or-reduced-price lunch participation data was not available. Special education and English learner enrollment counts were not disclosed.
Families considering this school should understand it is a very small, tight-knit rural setting where all students from kindergarten through eighth grade attend the same building. This offers a coherent learning community but also means limited peer diversity and program variety compared to larger districts. The academic trajectory warrants attention, particularly the fifth-grade performance gap visible in both math and English language arts; a parent may want to look into that further with the school, as it could reflect specific instructional practices, cohort characteristics, or resource allocation that may be addressable. The school's location within the village makes it accessible but without programs or facilities typical of larger institutions. Beyond secondary education, students leave the village for high school, which means a transition point for families at the end of eighth grade.
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