The top reported proficiency rate is 84% in Social studies. The lowest is 63% in Science.
Original Research by School Decision on Theresa Elementary
Theresa Elementary serves students from four-year-old kindergarten through fifth grade and is part of the Lomira School District. It sits in the small village of Theresa, a compact community along the Rock River in Dodge County with a traditional small-town feel. The village has seen some recent residential growth through new subdivisions, and the district passed a facilities referendum a few years ago to fund building improvements including safety upgrades and HVAC work across its schools. For families looking at Theresa Elementary, the context is a rural elementary school within a district that has been investing in its physical plant.
The school’s grade span means it does not serve high school students, so there is no graduation rate to report for this building. Academic performance is measured through Wisconsin’s Forward assessments in grades three and four. In math, proficiency was strong across both tested grades, with results that place the school’s overall proficiency index in the top quartile relative to other districts in Dodge County. English language arts results were more uneven. In third grade, proficiency was around the midpoint, meaning roughly half of students met the bar. By fourth grade, that figure was higher and more in line with the school’s math performance. Science results for fourth graders were solid, and social studies proficiency was particularly high for that same grade. The numbers suggest that by the time students reach fourth grade, most are hitting or exceeding grade-level expectations in most subjects, though third-grade reading is an area a parent may want to discuss further with the school.
The enrollment is small. The student body is predominantly white, with a small share of Hispanic students and a very small number of students who are Black or identify as two or more races. Just under two-fifths of students qualify for free or reduced-price lunch, giving the school a moderate level of economic diversity. Because this is a regular public elementary school that does not report data on students with individualized education programs or English learners, a parent with a child who has specialized learning needs should ask the school directly about its support structures.
The school sits within the village itself, close to the downtown strip along Mayville Street where Village Hall, the public library, and the polling place share a building. The compact layout means it functions as a neighborhood school rather than a distant campus. Housing values in the area have risen recently, and the village’s description of growth through new subdivisions and industrial development hints at a community that is seeing slow but steady change rather than rapid transformation.
For a family considering this school, the picture is of a small rural elementary where academic performance is solid overall, with particular strength in math and social studies by fourth grade, and where the school’s size may allow for close relationships between staff and families. The uneven third-grade reading results are worth noting, and the absence of publicly reported special education or English learner data creates a gap that only a direct conversation with the school can fill. The district’s recent investment in facilities suggests a commitment to keeping buildings in good shape, and the village itself offers a quiet, traditional Wisconsin small-town setting. This is a school that fits a family looking for a close-knit elementary experience in a stable rural community.
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