Serving 487 students in grades Prekindergarten-8, Artemus Ward ranks in the bottom 50% of all schools in Ohio for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 12% (which is lower than the Ohio state average of 52%). The percentage of students achieving proficiency in reading/language arts is 23% (which is lower than the Ohio state average of 60%).
The student:teacher ratio of 21:1 is higher than the Ohio state level of 17:1.
Minority enrollment is 76% of the student body (majority Black), which is higher than the Ohio state average of 33% (majority Black and Hispanic).
Quick Stats (2024-25)
- School Type: Magnet School
- Grades: Prekindergarten-8
- Enrollment: 487 students
- Student:Teacher Ratio: 21:1
- Minority Enrollment: 76%
- Overall Testing Rank: Bottom 50% in OH
- Math Proficiency: 12% (Btm 50%)
- Reading Proficiency: 23% (Btm 50%)
- Science Proficiency: 20-24% (Btm 50%)
- Source: National Center for Education Statistics (NCES), OH Dept. of Education
<麻豆果冻传媒 class="so-dt-title" id="top-rankings">Top Rankings麻豆果冻传媒>
Artemus Ward ranks among the top 20% of public schools in Ohio for:
Category
Attribute
Diversity
Percent Eligible For Free Lunch
<麻豆果冻传媒 class='so-dt-title' id="overview">School Overview麻豆果冻传媒>
<麻豆果冻传媒 class='so-dt-title' id="school-rankings">School Rankings麻豆果冻传媒>
Artemus Ward's student population of 487 students has declined by 5% over five school years.
The teacher population of 23 teachers has declined by 11% over five school years.
School Type
Grades Offered
Grades Prekindergarten-8
Total Students
487 students
Gender %
Total Classroom Teachers
23 teachers
Students by Grade
Artemus Ward ranks within the bottom 50% of all 3,241 schools in Ohio (based off of combined math and reading proficiency testing data).
The diversity score of Artemus Ward is 0.71, which is more than the diversity score at state average of 0.52. The school's diversity has stayed relatively flat over five school years.
Overall Testing Rank
#2933 out of 3241 schools
(Bottom 50%)
(Bottom 50%)
Math Test Scores (% Proficient)
12%
52%
Reading/Language Arts Test Scores (% Proficient)
23%
60%
Science Test Scores (% Proficient)
20-24%
63%
Student : Teacher Ratio
21:1
17:1
American Indian
n/a
n/a
Asian
4%
3%
Hispanic
27%
7%
Black
40%
17%
White
24%
67%
Hawaiian
n/a
n/a
Two or more races
5%
6%
All Ethnic Groups
Participates in the National School Lunch Program (NSLP)
Yes
Eligible for Free Lunch
98%
37%
Eligible for Reduced Lunch (11-12)
2%
6%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), OH Dept. of Education
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions麻豆果冻传媒> What is Artemus Ward's ranking?
Artemus Ward is ranked #2933 out of 3,241 schools, which ranks it among the bottom 50% of public schools in Ohio.
What schools are Artemus Ward often compared to?
Artemus Wardis often viewed alongside schools like Constellation Schools Westpark Community Middle School by visitors of our site.
What percent of students have achieved state testing proficiency in math and reading?
12% of students have achieved math proficiency (compared to the 52% OH state average), while 23% of students have achieved reading proficiency (compared to the 60% OH state average).
How many students attend Artemus Ward?
487 students attend Artemus Ward.
What is the racial composition of the student body?
40% of Artemus Ward students are Black, 27% of students are Hispanic, 24% of students are White, 5% of students are Two or more races, and 4% of students are Asian.
What is the student:teacher ratio of Artemus Ward?
Artemus Ward has a student ration of 21:1, which is higher than the Ohio state average of 17:1.
What grades does Artemus Ward offer ?
Artemus Ward offers enrollment in grades Prekindergarten-8
What school district is Artemus Ward part of?
Artemus Ward is part of Cleveland Municipal School District.
School Reviews麻豆果冻传媒>5 1/6/2022I was accepted and enrolled at Artemus WardElementary School from 1989 to 1992. I started at 9. The quality of the Academic Program was good. It was a public school. We were taught mannerisms and respect and how to hold close relationships. We were into fashion and our love for our teachers. An outstanding teacher of mine had been Ms. Kowaiki. She was my first teacher I held a really close bond in love and respect for a teacher. The school was a particular size. It was warm and Cleaned. I was taught in Gym, Geography, Science, and Reading. And Also mathematics. I was selected by the Ohio Board of Education to be involved in Extracurricular Academic Achievement Activities. Subjects taught like meditation to end a dispute. Or teaching the language of Russian. And the Police Dare. Also Speech Skills, Cheerleaders Squad, and The National Book Club Young Authors. It was a fine experience before graduation at 12 in 1992.5 9/15/2021I started at Artemus Ward Elementary School in 1989 at 9. I was a 4th-grade student who transferred from Miles Elementary School after 2 years. I was new to the west side community. New school and friends. Best friend KaraL. Forte and friends Aja and Kawana. I stayed at Artemus Ward for 3 years until 1992 as I was promoted to Robert H. Jamison Junior High School instead of Scholar Junior High School. I was a cheerleader captain, merit roll pupil, and many other deeds. I did speech, music, dance, and gym. I had Kowaiski, Cleveland, Nealon. The principal was Ward. Several award shows and a dance a Lincoln-West High School as one of 4 cheerleaders. In a cheerleader's proformance.Review Artemus Ward. Reviews should be a few sentences in length. Please include any comments on:
- Quality of academic programs, teachers, and facilities
- Availability of music, art, sports and other extracurricular activities
I was accepted and enrolled at Artemus WardElementary School from 1989 to 1992. I started at 9. The quality of the Academic Program was good. It was a public school. We were taught mannerisms and respect and how to hold close relationships. We were into fashion and our love for our teachers. An outstanding teacher of mine had been Ms. Kowaiki. She was my first teacher I held a really close bond in love and respect for a teacher. The school was a particular size. It was warm and Cleaned. I was taught in Gym, Geography, Science, and Reading. And Also mathematics. I was selected by the Ohio Board of Education to be involved in Extracurricular Academic Achievement Activities. Subjects taught like meditation to end a dispute. Or teaching the language of Russian. And the Police Dare. Also Speech Skills, Cheerleaders Squad, and The National Book Club Young Authors. It was a fine experience before graduation at 12 in 1992.
I started at Artemus Ward Elementary School in 1989 at 9. I was a 4th-grade student who transferred from Miles Elementary School after 2 years. I was new to the west side community. New school and friends. Best friend KaraL. Forte and friends Aja and Kawana. I stayed at Artemus Ward for 3 years until 1992 as I was promoted to Robert H. Jamison Junior High School instead of Scholar Junior High School. I was a cheerleader captain, merit roll pupil, and many other deeds. I did speech, music, dance, and gym. I had Kowaiski, Cleveland, Nealon. The principal was Ward. Several award shows and a dance a Lincoln-West High School as one of 4 cheerleaders. In a cheerleader's proformance.
Review Artemus Ward. Reviews should be a few sentences in length. Please include any comments on:
- Quality of academic programs, teachers, and facilities
- Availability of music, art, sports and other extracurricular activities
麻豆果冻传媒 Articles
College Application Requirement for High School Graduation? DC Weighs Possibility
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
Bribing Students to Get Good Grades: The Debate
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
September 27, 2024
Understanding RubricsThis article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.