May Elementary Community Academy serves 453 students in grades Prekindergarten-8.
The percentage of students achieving proficiency in math was 24% (which was lower than the Illinois state average of 58%). The percentage of students achieving proficiency in reading/language arts was 27% (which was lower than the Illinois state average of 58%).
The student:teacher ratio of 16:1 was higher than the Illinois state level of 13:1.
School Overview
Grades Offered
Grades Prekindergarten-8
Total Students
453 students
Total Classroom Teachers
29 teachers
School Rankings
Math Test Scores (% Proficient)
(12-13)24%
58%
Reading/Language Arts Test Scores (% Proficient)
(12-13)27%
58%
Student : Teacher Ratio
16:1
13:1
American Indian
n/a
1%
Asian
n/a
6%
Hispanic
n/a
28%
Black
100%
16%
White
n/a
45%
Hawaiian
n/a
n/a
Two or more races
n/a
4%
All Ethnic Groups
Eligible for Free Lunch
99%
43%
Eligible for Reduced Lunch (11-12)
34%
27%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), IL Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
24% of students have achieved math proficiency (compared to the 58% IL state average), while 27% of students have achieved reading proficiency (compared to the 58% IL state average).
How many students attend May Elementary Community Academy?
453 students attend May Elementary Community Academy.
What is the racial composition of the student body?
100% of May Elementary Community Academy students are Black.
What is the student:teacher ratio of May Elementary Community Academy?
May Elementary Community Academy has a student ration of 16:1, which is higher than the Illinois state average of 13:1.
What grades does May Elementary Community Academy offer ?
May Elementary Community Academy offers enrollment in grades Prekindergarten-8
What school district is May Elementary Community Academy part of?
May Elementary Community Academy is part of City Of Chicago School District 299.
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