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Nielson Elementary School (Closed 2023)

547 N Farnham St
Galesburg, IL 61401
(School attendance zone shown in map)
Nielson Elementary School ranks in the bottom 50% of all schools in Illinois for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was 15-19% (which was lower than the Illinois state average of 33%). The percentage of students achieving proficiency in reading/language arts was 15-19% (which was lower than the Illinois state average of 38%).

School Overview

Grades Offered
Grades Kindergarten-5
Total Students (19-20)
389 students
Total Classroom Teachers (19-20)
28 teachers

School Rankings

This School
State Level (IL)
(18-19)
15-19%
33%
(18-19)
15-19%
38%
Student-Teacher Ratio
n/a
13:1
American Indian
(19-20)
n/a
n/a
Asian
(19-20)
n/a
5%
Hispanic
(19-20)
14%
26%
Black
(19-20)
21%
17%
White
(19-20)
51%
48%
Hawaiian
(19-20)
n/a
n/a
Two or more races
(19-20)
14%
4%
n/a
Eligible for Free Lunch (19-20)
73%
47%
Eligible for Reduced Lunch (13-14)
2%
3%
School Statewide Testing
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?
15-19% of students have achieved math proficiency (compared to the 33% IL state average), while 15-19% of students have achieved reading proficiency (compared to the 38% IL state average).
How many students attend Nielson Elementary School?
389 students attend Nielson Elementary School.
What is the racial composition of the student body?
51% of Nielson Elementary School students are White, 21% of students are Black, 14% of students are Hispanic, and 14% of students are Two or more races.
What grades does Nielson Elementary School offer ?
Nielson Elementary School offers enrollment in grades Kindergarten-5
What school district is Nielson Elementary School part of?
Nielson Elementary School is part of Galesburg Community Unit School District 205.

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