The top reported proficiency rate is 42% in Social studies. The lowest is 27% in Math.
Original Research by School Decision on Crandon Elementary
Crandon Elementary serves students from prekindergarten through fifth grade in the Crandon School District, a regular public school in the small Northwoods city of Crandon, the county seat of Forest County. The school is woven into the fabric of this rural community, which mixes a residential core with tourism, logging, and light industry. The downtown offers typical small-city services, restaurants, and retail, while nearby casinos and the Crandon International Off-Road Raceway shape the local economy and seasonal visitor traffic. Housing values in the area sit well below the national benchmark, and the local market has seen notable appreciation, though the community overall is growing very slowly. The district operates on a combined campus within the city, and there is no public transit; most trips require a car.
The school enrolls a student population that is about half white, with a substantial share of American Indian or Alaska Native students and a noticeable proportion of students who identify as two or more races. The remaining small share is Hispanic. A bit more than a quarter of students qualify for free or reduced-price lunch, which is a commonly used measure of economic need. Data on the number of students with disabilities or those learning English was not available, so a family who wants to understand how the school serves these groups would need to ask the district directly.
On state assessments, Crandon Elementary’s results sit below the midpoint compared to other districts in Forest County. In math, across grades three through five, the share of students scoring proficient or above was under three in ten in each grade. In English language arts, the results were slightly higher, ranging from about a third to just over a third of students reaching proficiency depending on the grade. Science and social studies are tested only in fourth grade; science proficiency rates were similar to the English results, while social studies reached just over four in ten students scoring proficient or above. These numbers are a softer spot, and a parent may want to ask the school about the specific supports in place for foundational skills in math and literacy, and how the school tracks and addresses gaps as students move through the early grades. The school had strong participation rates on the state tests, with most grades at or near everyone tested, which gives confidence that the results reflect the full student body.
No data was available about course access, staffing, or disciplinary environment. For a school that only goes through fifth grade, there is no graduation rate to report. The state did not provide breakout data for student subgroups on the assessments, so it is not possible to see from the public record how different student groups performed relative to each other.
The locale and community context are central to what this elementary school is like. The city of Crandon sits just outside the Chequamegon-Nicolet National Forest, and Lake Metonga is a draw for summer recreation. The school is a central civic institution in a place where walking is limited to a small downtown core and daily life is car-dependent. For a family considering this school, the primary academic picture is one of modest proficiency rates in a rural, economically mixed community with a visible Native American student population. The school’s strengths lie in its integration into a small town where the district operates a single campus, and its weakness is the low share of students meeting state benchmarks, particularly in math. A parent should expect to engage with the school about academic interventions, enrichment, and how the school supports all learners toward grade-level goals.
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