The top reported proficiency rate is 68% in Social studies. The lowest is 49% in Science.
Original Research by School Decision on Great Lakes Elementary
Great Lakes Elementary is a regular public school in Superior, Wisconsin, serving students from pre-kindergarten through fifth grade. It is part of the Superior School District and sits in a residential area of the city. The school’s enrollment is fairly evenly distributed across the elementary grades, with a slightly larger group in kindergarten and fifth grade.
The student body is predominantly white, with a smaller share of students identifying as two or more races and very small shares identifying as Asian, Black, Hispanic, American Indian or Alaska Native, or Native Hawaiian or other Pacific Islander. Just over a third of students qualify for free or reduced-price lunch, a measure that gives a sense of the economic diversity of the families the school serves. Data on the share of students with individualized education programs or who are English learners was not available, so a reader may wish to ask the school directly about special education and language support offerings.
On state assessments, results vary by subject and grade. In English language arts, the school’s proficiency rates are solid across grades three through five, with the highest rate in grade three and a gradual decline through grade five. In math, the pattern is steeper. Grade three shows a strong proficiency rate, grade four is somewhat lower, and grade five falls noticeably, with fewer than half of students meeting the state’s proficiency standard. Science is tested only in grade four, where just under half of students scored proficient, while social studies in the same grade shows a higher proficiency rate. The school’s overall proficiency index, which averages results across tested subjects and grades, places it above the midpoint relative to the other districts in Douglas County. Parents whose children will move through the upper elementary grades might want to pay particular attention to math performance in fifth grade and ask the school how it supports students who are not yet on track.
Superior itself is a mid-sized industrial and port city at the western tip of Lake Superior. It operates as a working harbor with shipyards, rail yards, and an oil refinery along the waterfront, while inland neighborhoods are quieter and more residential. The city has a low population density and is largely car-dependent, with most commercial activity concentrated along Tower Avenue. Recreation centers on Barker’s Island, which has a beach, marina, and other amenities, and the city maintains an extensive park system that includes the third largest municipal forest in the country. The University of Wisconsin-Superior and Northwood Technical College are both located in the city, and major employers include Cenovus Energy, BNSF Railway, Fraser Shipyards, and several manufacturers. The population has been relatively stable in recent years, with no major new housing developments reported in available sources.
The housing market in the area, measured by typical home values and rents, is below both the state and national benchmarks, which may make the city more accessible for families looking to buy or rent. The typical rent-to-income ratio is relatively modest, and the estimated monthly mortgage payment on a median-priced home is below what a family earning the national median household income would typically pay, though local income levels may differ.
Because Great Lakes Elementary serves only pre-kindergarten through fifth grade, there is no graduation rate to report, and state testing data covers only the grades that are assessed. The school’s participation rates on those assessments were high, meaning the results reflect nearly all enrolled students in those grades. No information was available on course access, discipline, or staffing, and the district brief did not surface any recent referenda, curriculum changes, or other parent-relevant developments. The narrative here is limited to what the data supports, and families looking for a fuller picture of daily life at the school should consider a visit or a conversation with the principal.
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