Bridges Virtual Academy, Merrill WI

Original Research by School Decision on Bridges Virtual Academy

Bridges Virtual Academy is a public charter school within the Merrill Area School District, serving students from preschool through twelfth grade entirely online. For a family considering a virtual education, this school presents a particular set of characteristics that differ from a traditional brick-and-mortar experience. The school is based in Merrill, a small city that serves as the county seat of Lincoln County. Merrill has a history as a logging town and today hosts a mix of manufacturers and insurers, including Church Mutual Insurance Company and Weinbrenner Shoe Company. Its population has seen a modest decline in recent years, and the area promotes itself as an affordable, small-town community with outdoor recreation.

The school’s academic performance on state assessments offers a mixed picture that merits close attention. In English language arts, Bridges Virtual Academy posted results that were a clear strength. Across grades three through eight, the share of students scoring proficient or advanced was consistently well above the midpoint among districts in Lincoln County. The school’s overall proficiency index, which averages performance across all tested subjects and grades, placed it in the top quartile among the county’s districts. That high-level placement is driven largely by the English language arts scores. In math, the results were more uneven. Students in grades three, four, and five scored at levels that a parent would want to look into further with the school, as those figures were relatively soft. Performance was stronger in grades six, seven, and eight, with eighth graders posting a result that matched the strong showing seen in English and science. Science scores in grades four and eight were solid, and eighth-grade social studies was a standout. Across all subjects and grades, a parent considering this school should note that the participation rates on the state tests were modest, a common pattern in virtual settings where in-person testing can be a logistical hurdle. A family will want to ask how the school ensures that students are prepared for and complete these required assessments.

The student body is predominantly white, with smaller shares of Hispanic students and students of two or more races. The share of students qualifying for free or reduced-price lunch is low, a figure that stands out for a public school. Given that the school is a charter with a virtual model, families should ask the school directly about how it supports students with disabilities and English learners, as data on those populations were not available. The school is part of the Merrill Area district, which has experienced a steady decline in enrollment in recent years. That district-wide trend could affect resource allocation across all its schools, including Bridges.

For a family, the central question is whether a virtual academy fits the student’s learning style and the family’s capacity to support at-home education. The school’s English language arts outcomes are a genuine draw, and the overall proficiency picture is favorable within the county. The math results in the early elementary grades are a softer spot that warrants direct inquiry. The low rate of economic disadvantage in the student population and the absence of data on special education and English learner support mean that families whose children have those needs should ask detailed questions about how the school delivers services in a remote setting. The school is not a place a student walks to each morning; it is a program that requires self-direction, consistent internet access, and active parent involvement. For the right family, the academic record in literacy and the flexibility of online learning may be exactly what is needed.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 342%

School 42% · District 49% · ▼ 7 pts below district

▼ 14 pts below state median

Grade 438%

School 38% · District 57% · ▼ 19 pts below district

▼ 17 pts below state median

Grade 543%

School 43% · District 30% · ▲ 13 pts above district

▼ 8 pts below state median

Grade 657%

School 57% · District 38% · ▲ 19 pts above district

▲ 4 pts above state median

Grade 748%

School 48% · District 43% · ▲ 6 pts above district

▼ 6 pts below state median

Grade 868%

School 68% · District 54% · ▲ 14 pts above district

▲ 17 pts above state median

English language arts

Grade 363%

School 63% · District 47% · ▲ 16 pts above district

▲ 10 pts above state median

Grade 471%

School 71% · District 60% · ▲ 11 pts above district

▲ 19 pts above state median

Grade 576%

School 76% · District 34% · ▲ 42 pts above district

▲ 25 pts above state median

Grade 671%

School 71% · District 40% · ▲ 32 pts above district

▲ 18 pts above state median

Grade 779%

School 79% · District 46% · ▲ 33 pts above district

▲ 27 pts above state median

Grade 879%

School 79% · District 50% · ▲ 29 pts above district

▲ 26 pts above state median

Science

Grade 463%

School 63% · District 55% · ▲ 7 pts above district

▲ 11 pts above state median

Grade 868%

School 68% · District 45% · ▲ 23 pts above district

▲ 17 pts above state median

Social studies

Grade 458%

School 58% · District 64% · ▼ 5 pts below district

▼ 7 pts below state median

Grade 886%

School 86% · District 61% · ▲ 25 pts above district

▲ 22 pts above state median

This schoolMerrill Area School District, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 6Lower-income40%Higher-income78%38 pp gap

Grade 8Lower-income67%Higher-income80%13 pp gap

Mathematics

Grade 6Lower-income40%Higher-income61%21 pp gap

Grade 8Lower-income67%Higher-income68%1 pp gap