The top reported proficiency rate is 80% in Science. The lowest is 74% in Math.
Original Research by School Decision on Cloverleaf Middle School
Cloverleaf Middle School serves grades six through eight in Seville, a small village in southern Medina County, Ohio, situated roughly midway between Cleveland and Akron. The school sits on the outskirts of village life, located on Buffham Road in Westfield Township, part of a consolidated campus that also houses the high school and shares district facilities with two other villages in the Cloverleaf Local district.
The school's enrollment is small, just under six hundred students, split evenly across the three grades. The student body is predominantly white, with a modest share qualifying for free or reduced-price lunch—around two out of every five students. Data on English learners and students with disabilities was not provided, so a parent would want to check with the school directly on those populations.
Academically, Cloverleaf Middle performs solidly in state testing. In English language arts, roughly three in four students scored at proficiency or above on Ohio's State Tests. Math proficiency was slightly higher, also near that three-in-four mark. Science was the strongest subject, with about four in five students meeting the state benchmark. These results place the school below the midpoint among districts in Medina County when proficiency is averaged across subjects and grades, meaning several neighboring districts show stronger performance overall. One year of data is available; longer trend information was not found in the records, so a parent seeking to understand whether performance has been stable or changing would want to ask the school about historical results.
The district recently completed a major facilities investment. In August 2024, Cloverleaf opened a brand-new combined middle and high school building—a modern facility with updated athletic spaces, an auditorium, and contemporary classrooms—replacing older secondary buildings that had served the district for years. This is paired with an elementary school that opened earlier, meaning families in the district now have access to essentially all new school buildings. That capital infrastructure is complete and funded; the district has not asked voters for new operating money since well before this school year and has recently cut property taxes rather than raise them, relying on state facilities funding and revenue from a pipeline agreement to hold the financial line.
Seville itself has a quiet, small-town character. The village sits roughly thirty-five miles southwest of Cleveland, with a revitalized historic downtown along Main Street featuring antique shops, a farmers market, and pedestrian-oriented small businesses, though pedestrian connectivity outside the downtown core is limited. The surrounding landscape is a mix of residential neighborhoods and rural countryside, with family orchards and agriculture still part of local identity. Employment centers on small retail and services in the village, with larger logistics and manufacturing operations tied to the nearby Interstate interchange. There is no public transit; a car is necessary for daily life.
Housing in the Seville area is moderately priced relative to national norms, with median home values somewhat below the state average. New-construction subdivisions marketed across various price points have been added recently, and industrial development has accelerated at the I-71 and I-76 interchange just outside the village, suggesting the area is experiencing slow but steady growth as a residential market for families commuting to broader Cleveland-area employment.
A parent considering Cloverleaf Middle should understand it as a small, newly housed school in a rural-suburban area with adequate but not exceptional state test results. The new building itself is a concrete asset. The school serves families whose children attend together across three grades in one location—a compact environment where sixth graders and eighth graders share hallways and facilities. Whether that fits depends on family preference for size and setting, and what matters most is whether the academic program aligns with a student's needs. The school's academic standing relative to the county suggests room for growth; a parent interested in understanding what supports or challenges exist beyond test scores would benefit from visiting and speaking directly with staff.
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