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Teacher quality
Principal leadership
Parent involvement
My daughter loves this school. Activities are helpful and encouraging to the kids. School reports making is good and I could know the level my child.
—Submitted by a parent
We were lucky enough to come to Capitol Hill just as the new principal, Patrick Bryan, did. I have seen a strong effort to take an honest appraisal of where the school is at, where it needs to do some improvement, and where it can really aspire to national leadership. An early focus on community and positive student behaviors have instilled a great deal of trust. I still find some pieces that turn me off a bit in terms of the community--do we, for instance, really need to tolerate the exclusive, class-demarcated stuff here like "gala" fundraising, just to make those certain someones feel OK about not choosing private school? I also think the default use of the district math curriculum is stunningly disappointing, in the early grades at least. If I hear one more time that it doesn't matter if my kid masters basic facts, I am going to tear out 7 hairs, six times, and my son will be lucky if they are all from my own head. Aargh. Those two qualms aside--and in which school in St. Paul would I fail to have some similar gripes?--I do think of Capitol Hill as a 5 star school. With the new sibling preference policy, we will definitely be sending our youngest here as well.
—Submitted by a parent
Our son is currently in 6th grade. It has been the ideal fit for him since entering the school in first grade. Even though the classrooms have been large (30+) his teachers have taken the time to get to know him and have done an excellent job motivating him. We recently discovered our son is twice gifted. His teacher did not hesitate to make accommodations for his needs. Things were a little rocky while they went through a principal transition. However, the new principal, like the teachers, seems to have a good grasp of the needs of gifted learners. Parents are very proactive. They are the lifeblood of the school and show it by volunteering for various activities throughout the year. We are looking forward to the Capitol Hill for junior high experience.
—Submitted by a parent
It seemed to me upon observation for enrollment, that there was a high disproportionate number of kids with Aspergers. Not that this is this is wrong, but I do question what real overall affect it has on a classroom as a special need. I also saw children with impulse issues and at least one child who had severe mental health issues and wanted to pinch, cut or hurt other children. The teachers did not seem empowered by admin or SPPS for that matter, to address the concerning parts of their classroom's composition, relying on parent complaint as method. (!) The hallways and atrium spaces should be filled with child color and joy, & were not. Social needs of kids through song and community seemed ignored. Enrichment (visual, tactile...) is very different than accelerated coursework (cognitive). Did not see integrated & child centered enrichment. My daughter's comment was that it smelled like Band-aids and I think that pretty much sums up my impression! Its not just about advancement, its about an innovative approach to the curriculum & a democratic feeling of ownership & authentic learning. Kids here would do well do have some Montessori and Waldorf pedagogy wrapped in.
I have two highly gifted (99th percentile) kids that attend CH. Both of them love the school. Every kid has subjects that are stronger with a wide variety of personalities and learning style. This is also true of my two children. G&T kids have an even larger spectrum (high & low end) abilities than what you typically find in a classroom. The teachers at CH are trained for this and do an amazing job of "customizing" the curriculum to fit the kids. They also work very hard to match learning styles to teaching styles (with parental input.) I find the creative freedom is well balanced with structure - even for my free spirit child. An important aspect of education that is often overlooked for these kids - social development. For the most part, they are in classes with children of their age rather than several years older than they are. The staff and parents are recently, putting much more effort and creativity into building a better sense of community for the school families. This and the spirit and dedication of the new principal are proving to strengthen what was lacking in the school. I would be surprised if even the best private schools could consistently offer all of this.
—Submitted by a parent
Capitol Hill has many strengths. Many strong, caring teachers and staff. Great resources for music and art. The other kids here are really neat, plus the parents are really interesting and caring about their kids' education. That being said, I have the sense that this school is resting on it's laurels. Coasting on reputation. I see a lack in creativity, inspiration, and unified school vision and goals, community building is poor. And leadership is almost non-existent and invisible. I see a community chomping at the bit to boost this school's dynamism and it is not being met with similar enthusiasm by administration. It's worrying. The curriculum is accelerated, but I don't see a lot of enrichment or complexity. I do sense the teachers are under a lot of pressure to get through things quickly. Probably some more than others. It also feels somewhat unwelcoming and cool...not so warm and kid-friendly as I'd like to feel in a K-8.
—Submitted by a parent
Academically, Capitol Hill is a wonderful school. The curriculum is very project-oriented and worksheets are scarce. The faculty is seasoned and strong. Students are able to work at their own levels, especially in math due to the school's dedicated math hour. Where the school falls short is in community-building and nurturing students' emotional well-being. The atmosphere is competitive and strong personalities thrive here whereas quieter students can feel anonymous.
—Submitted by a parent
This is a rigorous school. Most classes are challenge classes. Bright kids and kids who like structure and school will do well. However, there is some rigidity and inflexibility. Some of the teachers were unnecessarily tough on kids (not academically speaking, just in how they ran things). Some teachers were wonderful. Some very bright kids at this age will have trouble with the rigidity. I was disappointed in how the school responded to some harassment issues.
—Submitted by a parent
Love the teachers who are committed, dedicated and work hard with every student, love the parent community, love the students who contribute their creative, thoughtful, bright ideas in many different ways on a daily basis.
—Submitted by a parent
I loved the environment, the teachers, the students. The smaller class sized helped the learning environment. Being a Gifted and Talented is self-explanatory.
—Submitted by a parent
I love how it fosters my children's creativity and interest in learning!
—Submitted by a parent
Love this school. I had an amazing experience there as a student and I cannot wait for my children to attend. I cannot imagine them going to a different school and risk having their education be less then excellent.
—Submitted by a parent
It is for the gifted and talented. I went there for 8 years and not once complained. It is greatness for those who seek it.
—Submitted by a parent
The quality of education one can receive at this incredible school and the experiences are literally priceless. I wouldn't trade my time spent there for anything.
—Submitted by a parent
This is a school with amazing teachers and a very involved parent community. It's fabulous that students are allowed to work at their own level in math, and students are continuously challenged to grow to their utmost potential.
—Submitted by a parent
I am so impressed with the quality of teachers at Capitol Hill. They have an excellent command of the classroom and they do a wonderful job working with each student's teaching style. I love the parent involvement and the eager and motivated students at this school. It is a true gem!
—Submitted by a parent
I love that the school is public with a private feel. The teachers really care about the students, push students to be their best and students develop a family-like relationship with one another.
—Submitted by a parent
The amount I learned at Capitol HIll is simply staggering. My friends and I who came from CH were noticeably more prepared for high school than everyone else, including those coming from private and charter schools.
Capital Hill was an intellectually stimulating school, and one where students were valued for all the diverse sets of skills, experiences and values they brought to the learning environment. I would highly recommend it.
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.
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.
Grade level
The state average for Math was 83% in 2010.
122 students were tested at this school in 2010.
2010
2009
The state average for Reading was 80% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 77% in 2010.
134 students were tested at this school in 2010.
2010
2009
The state average for Reading was 75% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 69% in 2010.
124 students were tested at this school in 2010.
2010
2009
The state average for Reading was 79% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 46% in 2011.
134 students were tested at this school in 2011.
2011
2010
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 69% in 2010.
120 students were tested at this school in 2010.
2010
2009
The state average for Reading was 76% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 64% in 2010.
168 students were tested at this school in 2010.
2010
2009
The state average for Reading was 71% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 59% in 2010.
158 students were tested at this school in 2010.
2010
2009
The state average for Reading was 72% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 44% in 2011.
167 students were tested at this school in 2011.
2011
2010
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 92% |
| Female | 90% |
| Male | 94% |
| Black | 84% |
| Asian/Pacific Islander | 88% |
| Hispanic | n/a |
| Native American | n/a |
| White | 95% |
| Economically disadvantaged | 87% |
| Economically non-disadvantaged | 94% |
| Students with disabilities | n/a |
| Students without disabilities | 94% |
| English language learners | 85% |
| Proficient in English | 93% |
| Non-migrant | 92% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 91% |
| Female | 97% |
| Male | 87% |
| Black | 82% |
| Asian/Pacific Islander | 87% |
| Hispanic | n/a |
| Native American | n/a |
| White | 96% |
| Economically disadvantaged | 81% |
| Economically non-disadvantaged | 95% |
| Students with disabilities | n/a |
| Students without disabilities | 92% |
| English language learners | 62% |
| Proficient in English | 95% |
| Non-migrant | 91% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 94% |
| Female | 92% |
| Male | 95% |
| Black | 80% |
| Asian/Pacific Islander | 95% |
| Hispanic | n/a |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 78% |
| Economically non-disadvantaged | 100% |
| Students with disabilities | n/a |
| Students without disabilities | 93% |
| English language learners | 80% |
| Proficient in English | 96% |
| Non-migrant | 94% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 94% |
| Female | 94% |
| Male | 94% |
| Black | 77% |
| Asian/Pacific Islander | 96% |
| Hispanic | n/a |
| Native American | n/a |
| White | 99% |
| Economically disadvantaged | 82% |
| Economically non-disadvantaged | 98% |
| Students with disabilities | 83% |
| Students without disabilities | 95% |
| English language learners | 90% |
| Proficient in English | 94% |
| Non-migrant | 94% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 82% |
| Female | 87% |
| Male | 77% |
| Black | 80% |
| Asian/Pacific Islander | 53% |
| Hispanic | 92% |
| Native American | n/a |
| White | 97% |
| Economically disadvantaged | 67% |
| Economically non-disadvantaged | 96% |
| Students with disabilities | n/a |
| Students without disabilities | 82% |
| English language learners | 49% |
| Proficient in English | 90% |
| Non-migrant | 82% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 78% |
| Female | 78% |
| Male | 78% |
| Black | 55% |
| Asian/Pacific Islander | 71% |
| Hispanic | 64% |
| Native American | n/a |
| White | 99% |
| Economically disadvantaged | 59% |
| Economically non-disadvantaged | 94% |
| Students with disabilities | n/a |
| Students without disabilities | 78% |
| English language learners | 41% |
| Proficient in English | 91% |
| Non-migrant | 78% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-II (MCA-II) to test students in reading in grades 3 through 8 and 10, and 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 76% in 2012.
132 students were tested at this school in 2012.
2012
2011
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 73% in 2012.
127 students were tested at this school in 2012.
2012
2011
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 62% in 2012.
126 students were tested at this school in 2012.
2012
2011
The state average for Science was 58% in 2012.
125 students were tested at this school in 2012.
2012
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 60% in 2012.
126 students were tested at this school in 2012.
2012
2011
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 59% in 2012.
169 students were tested at this school in 2012.
2012
2011
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 62% in 2012.
184 students were tested at this school in 2012.
2012
2011
The state average for Science was 42% in 2012.
184 students were tested at this school in 2012.
2012
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 89% |
| Female | 85% |
| Male | 92% |
| Black | 74% |
| Asian/Pacific Islander | 88% |
| Hispanic | n/a |
| Native American | n/a |
| White | 93% |
| Economically disadvantaged | 77% |
| Economically non-disadvantaged | 92% |
| Students with disabilities | n/a |
| Students without disabilities | 89% |
| English language learners | 77% |
| Proficient in English | 90% |
| Non-migrant | 89% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 89% |
| Female | 90% |
| Male | 88% |
| Black | 73% |
| Asian/Pacific Islander | 96% |
| Hispanic | n/a |
| Native American | n/a |
| White | 92% |
| Economically disadvantaged | 71% |
| Economically non-disadvantaged | 95% |
| Students with disabilities | n/a |
| Students without disabilities | 91% |
| English language learners | 62% |
| Proficient in English | 92% |
| Non-migrant | 89% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 71% |
| Female | 75% |
| Male | 68% |
| Black | 36% |
| Asian/Pacific Islander | 85% |
| Hispanic | n/a |
| Native American | n/a |
| White | 81% |
| Economically disadvantaged | 53% |
| Economically non-disadvantaged | 78% |
| Students with disabilities | 90% |
| Students without disabilities | 69% |
| English language learners | 53% |
| Proficient in English | 73% |
| Non-migrant | 71% |
| All Students | 75% |
| Female | 82% |
| Male | 71% |
| Black | 56% |
| Asian/Pacific Islander | 50% |
| Hispanic | n/a |
| Native American | n/a |
| White | 91% |
| Economically disadvantaged | 53% |
| Economically non-disadvantaged | 84% |
| Students with disabilities | n/a |
| Students without disabilities | 74% |
| English language learners | 20% |
| Proficient in English | 83% |
| Non-migrant | 75% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 74% |
| Female | 72% |
| Male | 76% |
| Black | 33% |
| Asian/Pacific Islander | 78% |
| Hispanic | n/a |
| Native American | n/a |
| White | 89% |
| Economically disadvantaged | 55% |
| Economically non-disadvantaged | 81% |
| Students with disabilities | 75% |
| Students without disabilities | 74% |
| English language learners | 55% |
| Proficient in English | 76% |
| Non-migrant | 74% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 75% |
| Female | 80% |
| Male | 70% |
| Black | 64% |
| Asian/Pacific Islander | 66% |
| Hispanic | 67% |
| Native American | n/a |
| White | 88% |
| Economically disadvantaged | 62% |
| Economically non-disadvantaged | 86% |
| Students with disabilities | n/a |
| Students without disabilities | 75% |
| English language learners | 42% |
| Proficient in English | 82% |
| Non-migrant | 75% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 73% |
| Female | 72% |
| Male | 73% |
| Black | 48% |
| Asian/Pacific Islander | 66% |
| Hispanic | 57% |
| Native American | n/a |
| White | 96% |
| Economically disadvantaged | 50% |
| Economically non-disadvantaged | 93% |
| Students with disabilities | n/a |
| Students without disabilities | 74% |
| English language learners | 33% |
| Proficient in English | 87% |
| Non-migrant | 73% |
| All Students | 45% |
| Female | 42% |
| Male | 48% |
| Black | 17% |
| Asian/Pacific Islander | 26% |
| Hispanic | 14% |
| Native American | n/a |
| White | 81% |
| Economically disadvantaged | 18% |
| Economically non-disadvantaged | 68% |
| Students with disabilities | n/a |
| Students without disabilities | 45% |
| English language learners | 8% |
| Proficient in English | 58% |
| Non-migrant | 45% |
In 2011-2012 Minnesota used the Minnesota Comprehensive Assessment-III (MCA-III) to test in math in grades 3 through 8, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Black
Asian/Pacific Islander
Hispanic
White
All students
Economically disadvantaged
Economically non-disadvantaged
Students with disabilities
Students without disabilities
English language learners
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 58% | 76% | ||
| Asian/Pacific Islander | 20% | 6% | ||
| Black | 15% | 10% | ||
| Hispanic | 6% | 6% | ||
| American Indian/Alaska Native | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 25% | N/A | 33% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 21 | N/A | 16 |
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560 Concordia Ave
St. Paul,
MN 55103
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Phone: (651) 325-2500
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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