Kings Cons School District 144


Summary:

Kings Cons School District 144 in Illinois has only one school, Kings Elementary School, which serves students from kindergarten through 8th grade. The school has a predominantly white student population, with relatively low racial diversity, and it appears to be performing better academically than the state average in both English Language Arts and Mathematics for 4th and 6th graders.

With an enrollment of 86 students, Kings Elementary School is a relatively small school, which may have implications for the range of educational opportunities and extracurricular activities available to students. The school district spends a relatively high amount per student, $16,045, which could suggest adequate funding and resources, but the impact of this funding on student outcomes is not clear from the data provided.

Overall, Kings Cons School District 144 appears to have a school that is performing reasonably well academically, particularly in comparison to state averages. However, the school's small size and lack of racial diversity may be areas for the district to consider addressing to ensure a well-rounded educational experience for all students.

District Detail

 100 1st St
Kings, IL 61068-4500

 (815) 562-7191

This district is not ranked due to insufficient test score data.

See the 2023 Illinois District rankings!
Grades served: K-8
Students: 76

Primary Schools: 1
Middle Schools: 0
High Schools: 0
Alternative Schools: 0
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SchoolDigger data sources: National Center for Education Statistics, U.S. Department of Education, the U.S. Census Bureau, the Illinois Department of Public Health and the Illinois State Board of Education.

IMPORTANT DISCLAIMERS: Not all boundaries are included. We make every effort to ensure that boundaries are up-to-date. But it's important to note that these are approximations and are for general informational purposes only. To verify legal descriptions of boundaries or school locations, contact your local tax assessor's office and/or school district.





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