Original Research by School Decision on Collegiate School of Med/bio
Collegiate School of Med/Bio is a regular public high school within the St. Louis City school district, serving grades nine through twelve. The school is located on Kemper Avenue in the city, a place with a mix of residential neighborhoods and commercial districts, a diverse economy anchored in service, manufacturing, and trade, and major employers that include research universities and the Washington University Medical Center.
The school’s enrollment is small for a high school. The student body is diverse, with a large share of Black students and a substantial portion of white students, alongside smaller but meaningful groups of Asian, Hispanic, and multiracial students. Every student at the school qualifies for free or reduced-price lunch, which points to the economic reality of the community the school draws from. Data on the share of students with disabilities or who are English learners was not reported.
State testing results provide a clear starting point for understanding academic proficiency here. The most recent assessment data shows that in both English language arts and math, roughly a modest share of students are meeting the state’s proficiency bar. This is a single year of data, so there is no trend line to compare against. A parent looking at these numbers would likely want to ask the school about its academic support structures, how it works with students who arrive below grade level, and what its approach is to moving proficiency rates upward. The school has no graduation rate data available in this report, which is not unusual for a school that may have a small senior class or other factors, but a parent will want to confirm that directly.
The school does not have a published record of an extensive catalog of advanced coursework, dual-credit arrangements, or specialized career pathways in the data examined. Its magnet status is not reported, and it is not a charter school. There is no published information on discipline rates, chronic absenteeism, or staffing ratios. What is clear is that the school was open and operational in the most recent data collection cycle.
The lack of comparative context within St. Louis city’s districts is notable. The comparison system was unable to place this school against others in the county on proficiency, graduation, or chronic absenteeism because those metrics were missing at the school level. That means a parent cannot use this report to see how Collegiate School of Med/Bio stacks up against nearby high schools. Asking the district for that comparative picture would be a reasonable next step.
Community housing data for the area shows home values and rents that are somewhat below national and state benchmarks, and the affordability metrics suggest that housing costs are manageable relative to income for this part of the country. The broader St. Louis context includes major cultural institutions like Forest Park, the Zoo, and the Art Museum, but the school sits in an older part of the city with long-established neighborhoods.
For a family considering this school, the picture is straightforward. It is a small, high-poverty high school in a large urban district. Academic proficiency rates are low, and there is no graduation data available in this report to balance that picture. The school’s name suggests a focus on medicine and biology, but there is no program-specific data in this report to confirm what that focus means in practice. A parent would want to visit, talk to current families and teachers, and understand both the academic reality and any specialized offerings the school provides.
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