The top reported proficiency rate is 21% in Social studies. The lowest is 8% in Math.
Original Research by School Decision on Kluge Elementary
Kluge Elementary serves students from pre-kindergarten through fifth grade as a regular public school within Milwaukee School District, housed in a building on the city's north side. The school is one of many elementary options in a large urban district, and its profile is shaped by the demographics and challenges common to that setting.
The student body is diverse in background but heavily concentrated in one racial group. Black students make up the large majority of enrollment, with a small share of Asian students, a smaller share of Hispanic students, and a very small number of white students or students of two or more races. The school serves a very high proportion of students from low-income households, as measured by free and reduced-price meal eligibility. Data on students with disabilities and English learners was not reported in the available information, so a parent may want to ask the school directly about the supports available for those populations.
Academic performance on Wisconsin’s Forward exam is an area of clear concern. Across tested grades in math, the share of students reaching proficiency declines as grade level increases, and the overall pattern is well below statewide averages. In third grade, a modest share of students met the proficiency bar in math, but by fifth grade, no students in the tested group reached that level. English language arts results follow a similar downward trend, with a small share of students proficient at each grade and a very low figure for fifth grade. Science and social studies scores, tested only in fourth grade, also show a small share of students meeting proficiency. The school’s overall proficiency index, calculated across all tested subjects and grades, places it in the bottom quartile relative to other districts in Milwaukee County. A parent considering this school would want to understand what academic interventions and supports are in place.
Because the school serves only through fifth grade, there is no graduation rate to evaluate, and the data provided does not include chronic absenteeism figures or discipline statistics. Information on staffing ratios, course access, and student-teacher ratios was also absent from the available records. For a clearer picture of day-to-day classroom conditions, a parent would need to visit or contact the school directly.
Milwaukee itself is the largest city in Wisconsin, a Lake Michigan port city with a diversified economy anchored by several Fortune-ranked corporate headquarters, major healthcare systems, and a legacy manufacturing and brewing industry. The city’s population has been declining for decades, and like many older industrial cities, it remains highly segregated by race and income. The north side neighborhood where Kluge Elementary sits reflects these patterns of concentrated poverty and racial isolation. Housing values in the zip code are well below the state and national medians, and rents are also below average, making this one of the more affordable parts of the region. The city’s overall housing market has seen modest price appreciation and an increase in active listings recently.
Milwaukee School District itself is navigating a difficult period. Voters approved a substantial referendum in 2024 to fund building accessibility projects, but the district is also projecting a major budget deficit for the coming school year, driven by declining enrollment and the end of federal pandemic relief funds. The board is considering program cuts and staffing reductions, and the district’s long-range facilities plan may lead to school closures or consolidations. For families at Kluge Elementary, these district-level fiscal pressures could translate into changes in class sizes, program availability, and school assignments over time.
Kluge Elementary sits within a large urban district facing real financial constraints and serves a student population with very high poverty levels and academic outcomes that are significantly below state norms. A family choosing this school would want to know what specific academic interventions and enrichment opportunities are available, how the school's staff is addressing the low test scores, and what the district's budget situation may mean for the school's programming in the years ahead. The school serves a clear neighborhood need, but the data available leaves many open questions about the quality and consistency of the learning environment.
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