Summary:
The Harvard CUSD 50 school district in Illinois is home to two elementary schools: Crosby Elementary School and Jefferson Elementary School. Both schools face significant challenges, with low academic performance, high chronic absenteeism rates, and a large proportion of students from economically disadvantaged backgrounds.
Academically, both Crosby Elementary and Jefferson Elementary have proficiency rates in English Language Arts and Math that are well below the state averages. Crosby Elementary's 3rd-grade proficiency rates are only 6%, while Jefferson Elementary's proficiency rates range from 7.1% in Math to 15.3% in ELA. The schools also struggle with high chronic absenteeism, with Crosby at 25.1% and Jefferson at 17.8%.
Despite the high spending per student at both schools, which is above the state average, the academic performance remains low. This suggests that the resources may not be effectively utilized or targeted to address the specific needs of the student population, which includes a significant proportion of economically disadvantaged students, with free/reduced lunch rates ranging from 33.76% at Crosby to 43.5% at Jefferson. Addressing these challenges will require a comprehensive approach that considers the unique needs of the students and the effective allocation of resources to support their learning and engagement.
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