For the 2025-26 school year, there are 2 public elementary schools serving 619 students in 54619, WI.
The top-ranked public elementary schools in 54619, WI are Cashton Elementary School and Cashton Middle/high. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public elementary schools in zipcode 54619 have an average math proficiency score of 37% (versus the Wisconsin public elementary school average of 42%), and reading proficiency score of 35% (versus the 38% statewide average). Elementary schools in 54619, WI have an average ranking of 4/10, which is in the bottom 50% of Wisconsin public elementary schools.
Minority enrollment is 12% of the student body (majority Hispanic), which is less than the Wisconsin public elementary school average of 35% (majority Hispanic and Black).
Best 54619, WI Public Elementary Schools (2025-26)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Cashton Elementary School
(Math: 50-54% | Reading: 30-34%)
Rank:
Rank:
6/
Top 50%10
436 Front St
Cashton, WI 54619
(608) 654-7377
Cashton, WI 54619
(608) 654-7377
Gr: PK-5 | 292 students Student-teacher ratio: 11:1 Minority enrollment: 13%
Rank: #22.
Cashton Middle/high
(Math: 25-29% | Reading: 35-39%)
Rank:
Rank:
4/
Bottom 50%10
540 Coe St
Cashton, WI 54619
(608) 654-5131
Cashton, WI 54619
(608) 654-5131
Gr: 6-12 | 327 students Student-teacher ratio: 11:1 Minority enrollment: 12%
Frequently Asked Questions
What are the top-ranked public elementary schools in 54619, WI?
The top-ranked public elementary schools in 54619, WI include Cashton Elementary School and Cashton Middle/high.
How many public elementary schools are located in 54619?
2 public elementary schools are located in 54619.
What is the racial composition of students in 54619?
54619 public elementary schools minority enrollment is 12% of the student body (majority Hispanic), which is less than the Wisconsin public elementary schools average of 35% (majority Hispanic and Black).
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