Hillcrest High School Reports Significant Gains in Academic Achievement, Attendance and Student Success

Hillcrest High School is celebrating strong academic, attendance and school-climate outcomes that reflect the collective work of its students, teachers, administrators and support staff.

Hillcrest concluded the 2025–26 school year with a 99% Freshmen OnTrack rate and 99% course pass rates during both semesters. The school also achieved a 91% graduation rate, demonstrating the progress students are making from their first year of high school through graduation.

School leaders attribute these results to several interconnected factors, including improved attendance, stronger relationships between students and staff, targeted academic interventions and consistent systems for identifying students who need additional support.

“Everyone in this building has put in a lot of hard work over the past five years to achieve the success we’ve had. However, there is more to be done. We are happy, but we are not satisfied,” Hillcrest High School Principal Eric Washington said.

Hillcrest’s progress represents a schoolwide commitment involving approximately 80 staff members. Teachers, administrators and student-support professionals work together to monitor student progress, identify challenges and connect students with academic, behavioral and social-emotional support.

Student success teams play a central role in that work. Through grade-level teams, learning centers, interventionists, mentoring, study tables and individualized or small-group support, staff members can respond proactively when a student experiences difficulty with attendance, academics or behavior.

“By operating our grade level teams almost as four distinct schools within one building, we tailor our academic, attendance, and social-emotional interventions specifically to each class,” said Associate Principal for Student Success Colin Milton. “It creates a dedicated safety net where we track every single student's progress and ensure no one falls through the cracks.”

“When our staff members collaborate, share information and identify concerns early, we can connect students with the right support before challenges become barriers to their success,” Assistant Superintendent Ron Towner said.

Relationships Help Drive Student Progress

Hillcrest leaders credit the school’s success not only to stronger systems, but also to the relationships teachers and administrators have built with students.

The creation of grade-level teams has provided additional opportunities for staff members to check in with students, recognize their accomplishments and connect them with trusted adults. These relationships also help staff better understand the circumstances affecting a student’s attendance, classroom performance or behavior.

“When students know they have trusted adults in the building who see them, listen to them and believe in their potential, they are more likely to stay engaged, ask for help and take ownership of their success,” Associate Principal Jim Curtin said.

Attendance has been another important part of Hillcrest’s progress. The school’s attendance team monitors student attendance, helps address barriers and rewards students who achieve perfect attendance. School leaders believe this increased focus has contributed to Hillcrest’s strong course pass rates by helping students remain present, engaged and connected to classroom instruction.

Hillcrest has also experienced a 77% reduction in major disciplinary incidents. School leaders attribute the improvement to clear expectations, consistent support systems and stronger connections between students and staff.

Rather than treating academics, attendance and behavior as separate issues, Hillcrest’s teams consider how each factor affects a student’s overall success. This coordinated approach has helped create a safer, more supportive environment in which teachers can focus on instruction and students can focus on learning.

Hillcrest’s results reflect five years of deliberate planning, collaboration and leadership. The school will continue strengthening its student-support systems while focusing on academic achievement, attendance, school climate and meaningful relationships between students and staff.

“Our students are capable of tremendous things when they know the adults around them believe in them and are committed to their success,” Washington said.

About Bremen High School District 228

Bremen High School District 228 is located in the southwest suburbs of Chicago and serves the communities of Midlothian, Posen, Tinley Park, Markham, Hazel Crest, Country Club Hills and Oak Forest. District 228 serves over 5,000 students and employs 800 full and part-time staff members. Bremen High School, in Midlothian, opened its doors to students in September of 1953. Since then, District 228 opened three additional schools. Tinley Park High School opened in 1961; Hillcrest High School, in Country Club Hills, opened in 1967; and Oak Forest High School opened in 1970. For more information, please visit https://www.bhsd228.com/