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GreatSchools Rating

Pelican Rapids Secondary

Public | 7-12

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
No new ratings

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14 reviews of this school


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Posted December 27, 2013

Pelican Rapids Secondary is a school with a dedicated staff. It has a diverse population of students which helps our kids to learn to live in a diverse world. Teacher have overcome many challenges created by our changing population. My children are receiving an A+ education from these committed staff members as they score in the 'Exceed' category of the state MCA tests and high scores on the ACT Plan and ACT tests.
—Submitted by a parent


Posted May 20, 2010

This school continues to offer quality education in the face of multiple tax cuts, failed referendums and a chnaging community, multiple languages are spoken in this school in a town of around 2000. Because a large portion of it's tax base is outside lake home owners, thier impact on the votes has put this community at risk of loosing thier school,


Posted October 2, 2008

My experiences with this school system was less then positive. So much so that we made the daily trip to a Fergus Falls private school. There are just a few good teachers but they are out numbers by the ones who care only about what the union can get for them every year. Most seem very unhappy and act as if they are doing you a favor by being there. God forbid you should have a disagreement with any of them. I think if your non white or an illegal then this would be the school of choice for your child. If you enjoy listening to school board members and staff talk down parents and students that they don't like then this is a perfect place for you and your whole family. Do just what the school and businesses tell you to do and I'm sure you will love it.
—Submitted by a parent


Posted October 18, 2006

I am pleased with my thirteen year run at Pelican Rapids Schools. In addition to the very beneficial diversity factor, it has a good sense of community about it. I feel like I was well prepared to move on into a college setting; however, I don't feel like I have been given an edge over students from other schools. Many college students are entering college with a great deal of college credits which they have gotten from a variety of ways. Brad Strand has taken many steps towards college in the classroom options, such as the AP Calc test and college credit for the UofM Crookston. I've been informed that other teachers are taking steps to add this major benefit to Pelican Rapids High School. I feel that adding these college credit option would truly allow PRHS to turn out powerhouse students.
—Submitted by a former student


Posted October 18, 2006

Pelican Rapids is a wonderful school. We are so fortunate to have raised our children in such a diverse community. It really does prepare them for the 'outside' world. I remember moving to Pelican Rapids from the twin cities in 1979, there were students who had never saw an africian american person. The staff led by Glenn Moerke are the best, he runs a wonderful school system and is fair and strong. I am glad we have raised our kids here, and would do it all over again.
—Submitted by a parent


Posted October 12, 2006

As a former student of Pelican Rapids Schools from Kindergarten upward, I cannot emphasize how much Viking Elementary and PRHS prepared me for college life, and, more importantly, for the 'outside world.' The multiculturalism and diversity represented in Pelican Rapids is an advantage, not a drawback; Pelican Rapids and its schools teach residents and students to embrace, respect, and learn about the diversity surrounding us, better preparing us for a changing world.
—Submitted by a former student


Posted October 11, 2006

As a proud 2005 PRHS graduate, I view the diversity of the student body as a major positive influence in my life. I can't describe the impact it has had in my development as an accepting adult. The school district handles diversity very well, in my opinion. Learning to embrace change and create global ties is becoming more and more necessary in our modern world, and this is the mindset of Pelican Rapids' wonderful administrators. Each day at school included hearing several foreign languages and learning more and more about fascinating cultures as I became best friends with people from Mexico, Africa, and all over the globe. I miss the diversity of Pelican Rapids now that I am in college, and I look back on my years in Pelican with great pride and gratitude. The Pelican Rapids school system has shaped who I am today.
—Submitted by a former student


Posted September 3, 2006

Pelican Rapids schools have very little to be happy about. We have too much 'diversity' here. The white kids are thought of second, as they cater to the needs of the 'diverse' section. At the present time my child is enrolled in a class that has only four other white children.
—Submitted by a parent


Posted January 29, 2006

Both of my children graduated from Pelican Rapids a few years back. They were challenged by their teachers, and the teachers knew how to get the best from them academically. Both of them are now in graduate programs and the study skills they learned while in high school have served them well on their journey. Parents have every opportunity to be involved, but many times choose not to be. The fact that Pelican is multi racial is something that Pelican can be proud of. When students are exposed to different cultures, it only them helps to succeed in the world 'out there'. I feel blessed that my kids were able to experience the Pelican Rapids schools.
—Submitted by a parent


Posted January 28, 2006

I also graduated from Pelican Rapids high school and found the ethnic diversity beneficial to my college education. Many individuals do not have the opportunity to experience a community such as Pelican Rapids and in return are not as accepting of the diversity which surrounds our society. Racism is a major issue today, by integrating ethnicities in the classroom, we are all learning how to interact and work with each other to provide a better society. For my college education I am currently required to take a multicultural class and have found to be farther along the in the development of my cultural sensitivity. I am presently working toward a major as a health care provider and have learned the importance cultural sensitivity when providing health services. To the graduate who thought PRHS did not provided them with a quality education, check this out: http://www.embracediverseschools.com/release.htm
—Submitted by a former student


Posted September 25, 2005

In reply for the person who graduated, I worked in Pelican Rapids for one year, I totally enjoyed talking with all the different ethnic groups and learning about them. I think it would be awesome to have every school have some diversity in their school, maybe people would not be as prejudice as they are. People are usually prejudice because they are scared of the unknown. I also cannot say enough GOOD things about the Principal Glen Moerke and then Assistant Principal Becky Woessner. They were AWESOME! I wish we had awesome Principals in Fergus Falls Schools that actually cared about the kids like these two do! Thank you for the experience I had working there, the staff was also awesome!
—Submitted by a staff


Posted January 1, 2005

The Pelican Rapids school system has many fortes, and equally many shortcomings. The high school is the system's downfall, mainly the senior high. One problem is ethnic diversity. Diversity is wonderful for a child to grow up with; however the kind of diversity that Pelican Rapids has is not what I would want my children to grow up with. It brings a bad element to the schools. I saw more violence and drug use in junior high then I saw in two years of college. College is another point; Pelican Rapids high school in no way prepared me for college. When I graduated there was only one course offered for college credit. The school claims diversity is a blessing, but it s a curse, the quality of education is degraded from it. I enjoyed my time at PRHS, but I would never under any circumstances send my own child there.
—Submitted by a parent


Posted November 10, 2004

I think the diversity in this school has strengthened the entire student body. The school community has turned this into a win win situation. Great teachers! Communication between parents and teachers is excellent!
—Submitted by a parent


Posted September 29, 2004

Fantastic, caring teachers. Students are fortunate to experience diversity in a small town.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 64% in 2010.

73 students were tested at this school in 2010.

2010

 
 
55%
Reading

The state average for Reading was 71% in 2012.

57 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
54%

2010

 
 
59%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

The state average for Math was 59% in 2010.

80 students were tested at this school in 2010.

2010

 
 
51%
Reading

The state average for Reading was 72% in 2012.

81 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
61%
Science

The state average for Science was 44% in 2011.

74 students were tested at this school in 2011.

2011

 
 
33%

2010

 
 
43%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Reading

The state average for Reading was 77% in 2012.

78 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
71%

2010

 
 
74%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

The state average for Math was 52% in 2013.

71 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
28%

2011

 
 
37%

2010

 
 
37%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Science

The state average for Science was 54% in 2011.

70 students were tested at this school in 2011.

2011

 
 
44%

2010

 
 
47%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

The state average for Math was 56% in 2013.

59 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
63%

2011

 
 
41%
Reading

The state average for Reading was 54% in 2013.

59 students were tested at this school in 2013.

2013

 
 
39%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

The state average for Math was 59% in 2013.

50 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
44%

2011

 
 
52%
Reading

The state average for Reading was 54% in 2013.

48 students were tested at this school in 2013.

2013

 
 
48%
Science

The state average for Science was 44% in 2013.

48 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
27%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Reading

The state average for Reading was 62% in 2013.

72 students were tested at this school in 2013.

2013

 
 
42%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Science

The state average for Science was 53% in 2013.

71 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
45%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

All Students59%
Female71%
Male46%
Blackn/a
Asiann/a
Hispanic29%
Native Americann/a
White74%
Economically disadvantaged50%
Economically non-disadvantaged68%
Students with disabilitiesn/a
Students without disabilities65%
English language learnersn/a
Proficient in English60%
Non-migrant60%

Reading

All Students39%
Female50%
Male28%
Blackn/a
Asiann/a
Hispanic14%
Native Americann/a
White49%
Economically disadvantaged32%
Economically non-disadvantaged45%
Students with disabilitiesn/a
Students without disabilities42%
English language learnersn/a
Proficient in English39%
Non-migrant40%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Math

All Students42%
Female54%
Male27%
Blackn/a
Asiann/a
Hispanic17%
Native Americann/a
White49%
Economically disadvantaged40%
Economically non-disadvantaged44%
Students with disabilitiesn/a
Students without disabilities44%
English language learnersn/a
Proficient in English42%
Non-migrant44%

Reading

All Students48%
Female58%
Male36%
Blackn/a
Asiann/a
Hispanic33%
Native Americann/a
White52%
Economically disadvantaged48%
Economically non-disadvantaged48%
Students with disabilitiesn/a
Students without disabilities59%
English language learnersn/a
Proficient in English51%
Non-migrant50%

Science

All Students27%
Female27%
Male27%
Blackn/a
Asiann/a
Hispanic0%
Native Americann/a
White36%
Economically disadvantaged22%
Economically non-disadvantaged32%
Students with disabilitiesn/a
Students without disabilities31%
English language learnersn/a
Proficient in English29%
Non-migrant28%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Reading

All Students42%
Female36%
Male46%
Blackn/a
Asiann/a
Hispanic17%
Native Americann/a
White48%
Economically disadvantaged20%
Economically non-disadvantaged53%
Students with disabilities8%
Students without disabilities48%
English language learnersn/a
Proficient in English45%
Non-migrant43%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Science

All Students42%
Female39%
Male45%
Blackn/a
Asiann/a
Hispanic17%
Native Americann/a
White51%
Economically disadvantaged24%
Economically non-disadvantaged52%
Students with disabilities17%
Students without disabilities48%
English language learnersn/a
Proficient in English46%
Non-migrant44%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8 in reading in grades 3 through 8 and 10 and in science for grades 5 and 8, and once in high school. The MCA-III is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Writing

The state average for Writing was 88% in 2013.

77 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
88%

2011

 
 
80%

2010

 
 
84%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Reading

The state average for Reading was 80% in 2012.

78 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
76%

2010

 
 
75%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Math

The state average for Math was 66% in 2013.

71 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
47%

2011

 
 
49%

2010

 
 
54%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.

Source: Minnesota Department of Education

Writing

All Students83%
Female90%
Male77%
Blackn/a
Asiann/a
Hispanic83%
Native Americann/a
White89%
Economically disadvantaged79%
Economically non-disadvantaged89%
Students with disabilities50%
Students without disabilities91%
English language learnersn/a
Proficient in English87%
Non-migrant86%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Math

All Students55%
Female61%
Male50%
Blackn/a
Asiann/a
Hispanic25%
Native Americann/a
White74%
Economically disadvantaged41%
Economically non-disadvantaged64%
Students with disabilitiesn/a
Students without disabilities58%
English language learnersn/a
Proficient in English60%
Non-migrant56%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing and 11 in math. The MCA-II/GRAD is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. Students must pass the MCA-II/GRAD in order to graduate from high school. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Math

All Students39%
Female39%
Male40%
Blackn/a
Asiann/a
Hispanic13%
Native Americann/a
White57%
Economically disadvantaged26%
Economically non-disadvantaged48%
Students with disabilitiesn/a
Students without disabilities42%
English language learnersn/a
Proficient in English44%
Non-migrant40%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in math in grade 11. The MCA-II is a standards-based test, which means it measures specific skills defined for each grade by the state of Minnesota. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Minnesota Department of Education. If there are fewer than 10 students in a particular group in a school, data is not reported for that group.

Source: Minnesota Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 68% 73%
Hispanic 25% 7%
Asian or Asian/Pacific Islander 3% 6%
Black 3% 9%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 0% 0%
Two or more races 0% 2%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 41%N/A37%
Source: NCES, 2011-2012

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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310 South Broadway
Pelican Rapids, MN 56572
Phone: (218) 863-5910

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