Original Research by School Decision on Crivitz High
Crivitz High is a small public high school serving grades nine through twelve in the village of Crivitz, Wisconsin. It is part of the Crivitz School District and operates as a regular public school, not a charter or magnet. The enrollment is modest for a four-year high school, with roughly similar numbers across each grade level. A substantial share of students qualify for free or reduced-price meals, indicating that the school serves a community where economic need is present for many families. The student body is overwhelmingly white, with a small Hispanic representation and a smaller share of students who identify with two or more races; other racial groups each make up a tiny fraction of the population.
The village of Crivitz sits in south-central Marinette County and markets itself as a gateway to the North, with an economy built around tourism and outdoor recreation. Fishing, snowmobiling, and hunting draw visitors, and the commercial strip along the highway reflects that seasonal orientation. The original downtown along Main Avenue was devastated by a fire decades ago and never fully recovered; the business district shifted to the highway corridor in the 1980s, and the old downtown has seen no new development since. Residential areas have been expanding north and south between the railroad tracks and the Peshtigo River, and the village’s population grew in the most recent census after earlier stagnation. The school itself is located on South Avenue, separate from the highway commercial strip, in a part of the village that feels distinct from the tourism hub. Civic anchors include the Peshtigo River, nearby lakes and state forest, a municipal park, and a general aviation airport. No public library was identified for the village itself in the available research. The area is auto-oriented, with limited traditional street life.
What is most important for a family considering Crivitz High is what is missing from the public record. The state testing data that would normally tell a parent how students perform in reading, math, and science is not available in the information reviewed. Similarly, the four-year graduation rate, a standard measure for any high school, is absent from the data. It is not that these measures do not apply—the school serves tested grade levels and awards diplomas—so their absence is a real gap. A parent or resident would need to ask the school directly for its most recent state assessment results and graduation figures to understand academic performance.
Without those numbers, the picture of Crivitz High is drawn from its size, its demographic composition, and its setting. It is a school where nearly half of the students come from households with lower incomes, a factor that often correlates with higher levels of support needs and may affect resource allocation. The student population is not diverse racially. The school does not appear to be part of a larger district that could offer extensive program variety; the data did not include course offerings, advanced placement, dual credit, career pathways, or extracurricular programs. That does not mean those offerings do not exist—only that they were not reported in the material reviewed. A family should ask about academic breadth, especially given the school’s small size.
On the community side, Crivitz offers a quiet, outdoor-oriented lifestyle with modest growth in housing and population. Home values in the area are below state and national medians, and the cost of living is relatively low, which may appeal to families looking for affordability. The school is the only high school in the district, so students from the surrounding rural area likely bus in. The district brief turned up no recent changes of lasting impact for parents, so the school’s operations appear stable.
In sum, Crivitz High is a small, predominantly white high school in a tourism-driven village, with a significant share of low-income students and no publicly available data on academic outcomes or graduation rates. A parent would want to investigate those outcomes firsthand and also ask about the range of courses and support services before making a decision. The school may fit a family that values a small setting, a rural recreational environment, and lower housing costs, but the academic picture remains unclear from the evidence at hand.
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