The top reported proficiency rate is 72% in Social studies. The lowest is 58% in Science.
Original Research by School Decision on Greenville Elementary
Greenville Elementary serves children from four-year-old kindergarten through fourth grade in the Hortonville Area School District, and for a family looking at an elementary option in this fast-growing corner of Outagamie County, it offers a straightforward picture. The school sits in Greenville, a village west of Appleton that has transformed from a town into one of Wisconsin’s largest villages by area and population, incorporating in 2021. The community is decidedly suburban and car-dependent, spread across nearly forty square miles with residential subdivisions, business parks, and farmland. There is no walkable downtown; schools, civic buildings, and parks are dispersed on separate campuses. The Appleton International Airport anchors the local economy, and employers such as School Specialty, Amazon, Gulfstream Aerospace, and Air Wisconsin cluster in the surrounding business parks. The village is growing at a strong pace, and that growth pressure is visible at the schools: North Greenville Elementary was built in recent years to relieve overcrowding, and the district continues to accommodate new housing development.
Academically, Greenville Elementary performs at a solid level. Students in third and fourth grade take the Wisconsin Forward Exam, and across the tested subjects the school’s overall proficiency rate lands above the midpoint when compared with other districts in Outagamie County. In math, third graders and fourth graders both show a majority reaching proficiency. English language arts results are a little more uneven: third graders do well, while fourth graders dip to a lower rate. The fourth-grade science result is moderate, and social studies comes in as a relative strength. Parents might note the dip in fourth-grade reading and ask the school how it supports students as they move into the upper primary grades, but the overall pattern is one of consistent, if not top-tier, performance. State testing data for kindergarten through second grade is not available because those grades are not tested, so the full academic picture begins in third grade.
The student body is predominantly white, with a modest share of Hispanic students and smaller numbers of Asian, Black, Native American, and multiracial students. About one in seven students qualifies for free or reduced-price lunch, which is a low rate and signals a relatively affluent community. We looked for data on students with disabilities and English learners, but those counts were not reported in the available records. A parent would want to ask the school directly about how it serves those populations. There is also no chronic absenteeism data for this school, and because it serves only early grades, no graduation rate applies.
Housing in Greenville is expensive. Home values in the area are well above the state and national averages, which reflects the village’s growth, its proximity to Appleton and the Fox Cities job market, and the mix of new subdivisions and established neighborhoods. The typical monthly mortgage on a median-priced home is substantial, and renting is more affordable than buying at current rates. For families moving into the district, this is a place where housing costs are a major factor in the decision.
The school itself is a regular public school, not a charter or magnet, and no program offerings such as language immersion or specialized academies were listed in the available data. The Hortonville Area School District, which runs Greenville Elementary, shows no recent parent-relevant changes in the public record—no major boundary shifts or program overhauls that surfaced in a search. That may reflect stability, or simply that the district’s recent activity has not been widely reported in a way that reaches a summary scan.
For a parent, Greenville Elementary fits a family that is settled in or moving to this fast-growing, car-oriented suburb, values strong but not exceptional test performance in the early grades, and is comfortable with a school whose student body reflects a largely white, low-poverty community. The lack of detailed data on special education and English learner services is a gap worth exploring with the school directly. And the broader context—rapid village growth, new schools being built, a high-cost housing market—tells you that this is a place under development pressure, which can mean changing enrollment patterns and evolving school facilities in the years ahead.
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