The top reported proficiency rate is 79% in Social studies. The lowest is 63% in English language arts.
Original Research by School Decision on Westside Elementary
Westside Elementary serves students from prekindergarten through fifth grade in River Falls, a city in Pierce County that functions as a commuter suburb of the Twin Cities while retaining its own small-town college identity. The school is one of five elementary buildings in the River Falls district and sits on the west side of town near residential neighborhoods. Its enrollment is moderate for an elementary of its grade span, with a student body that is predominantly white and includes a modest share of students who qualify for free or reduced-price lunch.
State assessment results from the Forward exam place Westside in a solid position relative to schools across Wisconsin. In math, proficiency rates were consistently above the two-thirds mark across grades three, four, and five. Science proficiency in fourth grade also landed around that level, while social studies in the same grade was notably stronger, with roughly four out of five students meeting the bar. English language arts showed more variation: the third-grade cohort posted a rate just above the halfway point, but by fourth and fifth grade the share of proficient readers climbed to about two-thirds. A parent may want to ask the school about early literacy support in the primary grades. Overall, Westside’s combined proficiency across all subjects and grades tested places it above the midpoint among Pierce County districts, a useful benchmark for families comparing options within the county.
Because the school serves only elementary grades, there is no graduation rate to report, and data on chronic absenteeism, special education, and English learner populations were not available in the record reviewed. That absence does not imply a problem, but families with specific needs in those areas may want to follow up directly with the school. The school’s participation rate on state tests was complete, which indicates that nearly all enrolled students were assessed.
River Falls itself is a mixed-use city of about typical size for a western Wisconsin hub, home to the University of Wisconsin-River Falls and a branch of Chippewa Valley Technical College. The downtown runs along the Kinnickinnic River, a trout stream that draws fly fishers and kayakers and adds recreational street life. Glen Park, Hoffman Park, and an extensive trail network give families outdoor options within walking or short driving distance. A large share of residents commute daily to jobs in Minnesota, making River Falls functionally a Twin Cities exurb with its own civic identity. The median housing value and rent in the area are both above national averages, reflecting the pressure of metro-area demand, though they remain below the most expensive suburban rings. For a family considering a move, the school sits in a community that leans heavily toward professional and university employment and has a young age profile influenced by the college population.
A district-level development with direct bearing on Westside families is the voter-approved referendum from November 2024. The package funds facility improvements across the district, including classroom additions at the high school and middle school and safety and accessibility upgrades at elementary schools. The district structured the borrowing so that the property tax mill rate would not increase, as older debt was retiring. That means families moving into the attendance zone can expect the school’s physical plant to benefit from investment without a corresponding tax hike.
For a parent or resident trying to get a feel for this school, Westside offers a conventional elementary program in a stable district with academic results that are generally strong, particularly in math and social studies, and a community context that blends small-town amenities with metro access. The main open question, based on the available data, is how the school supports early reading development and whether its special populations have the resources they need. Those are topics best explored in conversation with the school’s staff.
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