The top reported proficiency rate is 70% in Social studies. The lowest is 62% in Science.
Original Research by School Decision on Coleman Middle
Coleman Middle sits in a small rural village in Marinette County, serving grades six through eight as a regular public school within the Coleman School District. The school draws its students from a community where manufacturing anchors the local economy and where the village is actively marketing industrial sites and residential lots for development. The setting is low-density and car-dependent; most daily errands require a vehicle, and the nearest large city is a considerable drive south. The school itself is located on the highway corridor that runs through town, sharing the stretch with the elementary and high school buildings, all within the compact village footprint.
Academically, Coleman Middle posted proficiency rates on the Wisconsin Forward exam that, when averaged across tested subjects and grades, placed the school in the top quartile among districts in Marinette County. In math, students across grades six through eight recorded proficiency rates that were solid, with the lowest point coming in grade seven. In English language arts, sixth graders had the strongest showing, while seventh and eighth grade rates were a bit lower. Science and social studies, tested only in grade eight, showed a clear split: proficiency in social studies was higher than in science. Overall the results indicate a school where most students are meeting state benchmarks in most subjects, with some variation by grade and content area that a parent may want to understand more fully by talking with the school about how instruction differs across grade levels.
The school is small in enrollment, with roughly even numbers of students in each grade. The student body is predominantly white, with a notable Hispanic minority. A substantial share of students qualify for free or reduced-price lunch, which suggests that a meaningful portion of families face economic pressure. Data on students with disabilities and English learners was not reported, so a parent with a child in either category would want to ask the school directly about supports and services.
The district brief did not surface any recent major changes or strategic initiatives, so it is not clear what direction the Coleman School District is heading in terms of curriculum or programming. The school itself has not published information about extracurricular offerings, elective pathways, or course access, so a family interested in what happens beyond the core academic day would need to reach out for those details. The village has a modest growth trajectory and is making an explicit push for development, which could over time affect the student population and the tax base that supports the schools.
For a family considering Coleman Middle, the picture is of a school that gets solid results for most of its students on state assessments, set in a small, rural community with a clear Main Street and a manufacturing-based economy. The school is not large enough to offer the breadth of programs a bigger district might, and the absence of public information on special populations and on-course offerings means that a family with a child who needs academic support or who chases after a particular interest should expect to gather additional information directly. The housing market in the area is relatively affordable compared to state and national benchmarks, and the village is making a deliberate push to attract new residents and businesses. This is a school that fits a family looking for a straightforward, middle-grades experience in a tight-knit small town where most students reach proficiency.
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