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Teacher quality
Principal leadership
Parent involvement
My lord is this an amazing school. I personally came from a standard public school system where you are just a number on a list, where you can be bullied for whatever reason and no one cares. Then I went to Avalon and my life has changed for the better. I'm kinder, more understand, a million times more confident, and I feel like I can take on the world after high school. Everyone here is great, especially the staff. This is the best school to come to if you are very motivated. Come be who you are. You won't regret it.
I feel like Avalon started as a very good idea for a school and did a great job for a while. Lately however it seems like they are more concerned with the herculean task of getting lady gaga to appear for some odd reason. Granted bullying is a very bad thing, a lot of things that have been said in the videos inviting lady gaga to come to the school, aren't real bullying issues, and are more along the lines of real life situations. You don't get coddled when you do something wrong at your job, and you're gonna have to have the strength to deal with that. You don't always get to be your favorite princess, but that's life. Sometimes you even get blamed for things that you had nothing to do with. You were supposed to be on snacks but then Trisha comes and yells at you for not watching the door. But you can't let that get to you. All in all I think Avalon is a great place, and has a great idea for what they want to be, but there needs to be a little bit more real world incorporated into the school's culture. 3/10. C-. Great potential but took an unnecessary detour. Would not recommend.
I love Avalon and the forward-thinking educational model in place there. I loved the creative performance-based projects my daughter and her friends were able to delve into while students she left back at her old school were memorizing boxes of cards with history facts. My daughter is now at Hamline Univ, having received scholarships in theater, academics, and leadership based on her activities that tests could never reflect. I think Avalon is like a tiny liberal arts college with a huge safety net (if colleges could accept kids from every academic level with all degrees of motivation and maturity). Students take a few seminars and can read and work, discuss or get input and guidance during the rest of the time. I love that Avalon is a democratically run teacher coop that models what it means to take responsibility for learning. The teachers here are phenomenal: expert, smart, kind, fair, and with a sense of humor. Avalon has well-developed support systems for all students (low to high acad). There is a lot of freedom here, also freedom to waste time, and maybe fail. Some kids need more nudging than others to start taking advantage of what Avalon has to offer. Sort of like college.
—Submitted by a parent
My daughter is a senior at Avalon and has attended since 8th grade. She has an IEP and has benefitted tremendously from the daily personal attention and assistance she receives from the Special Ed staff and her advisor. Although she is not a very self-motivated learner for a project-badsed school, Avalon's program and curriculum give her freedom to learn in the variety of ways that wouldn't be possible in the big public high schools. Both she and I love the small scale and eclectic nature of both the physical space of the school and the makeup of the student body. Even with her learning challenges, in 5 years she has never, ever said "I don't want to go to school today."
—Submitted by a parent
My daughter struggled with the traditional school format in middle school. We decided to try the project based learning model of Avalon. Since her freshman year, she has gone from a failing student to getting all A's and B's. She has received so much support and encouragement from the excellent teachers at Avalon. I would recommend Avalon to anyone who wants their child to have a quality education where they will learn independence in their studies while still receiving care and attention from the staff.
—Submitted by a parent
When i asked my 13-year-old son (7th grade, new to school) how his day was, he said, "Any day I can go to Avalon is a good day." He had prided himself in hating school in elementary ages, but is freely willing to admit he loves this school. When I asked him what he likes so well, he said being able to move from class to class and that people are so nice. For the first time in his school career, he cares about his performance, and is motivated to keep up with the subjects that don't come so easily. We feel fortunate to have this asset in our lives.
—Submitted by a parent
This is a wonderful school. Our bright, curious daughter was bored and unchallenged in middle school. Avalon, which has a great combination of structure and independence, has made a huge difference not only in her education but in her life. The project-based learning model is great not just for already disciplined, motivated kids, BUT ALSO for kids who may not at first seem to be ideal candidates -- they *develop* that motivation and discipline from being at Avalon. Really great for kids (and parents) to harness their creativity and critical thinking while being held accountable and developing confidence. The teachers really understand high school students, love their jobs, and do a fantastic job with the students. The small class sizes are great for kids who would otherwise be overwhelmed/"get lost" in a larger high school. The overall environment, from both teachers and fellow students is very welcoming and nurturing. Note: I rated "principal leadership" five stars, but the school actually school functions on a cooperative system among the teachers. It works great.
—Submitted by a parent
I was a student at Avalon last year, and did not return this year. It is a great school with lots of support from teachers. However, I think the amount of freedom that students get at Avalon can be hard for some to manage. There is a lot of drug use and cliques- especially for a small school. Overall though, Avalon is still a great place to go if traditional school isn't working out.
Our son is a 7th grader so we are new to Avalon. We have had many school changes and heartache.Two weeks into the school year, he said, "now I know what kids mean when they say that they like school.". The Avalon staff are patient, nurturing and wise. We are so happy to have found this community.
—Submitted by a parent
an excellent school learning community I'd be pleased to have my children (now teachers) because it is a caring, engaging, supportive place for all members, students and staff alike
I just graduated Avalon this year as a member of the class of 2012. This wonderful place has taught me how to be true to myself in my education and how to take control of my future. Avalon challenges their students more than the average community because they provide an environment that encourages learners to go beyond their limits and to push themselves for their own reasons, for their own success. I was not only given the opportunity to grow, but to pursue my personal aspirations. I could say that Avalon is the perfect place for anyone to grow, but what it actually does is provide a personalized community with faculty who allow you to flourish as far and wide as you choose to. What Avalon does is provide a limitless education for its students. It gives us control. Next year I'm going to an excellent college which provided me with a total of $21,000 of financial aid (not including student loans), more than 50% of the cost. Something that FOUR other colleges matched. So clearly colleges agree with my assessment of Avalon. I left Avalon feeling proud of myself and the work I had done. I would recommend it to any prospective students (or parents) looking for a better education.
The staff at Avalon is an impressive collection of dedicated, compassionate professionals. If your child would do well with project-based learning, it would be hard to beat Avalon.
—Submitted by a parent
My son was unable to be successful at his neighborhood school. At Avalon they appreciate his unique learning style. It is amazing to hear him excited to go to school. Avalon is a place where he is free to be himself in an accepting community of amazing students and staff. In this environment he has blossomed and is making plans for his future. Thank you Avalon!
—Submitted by a parent
Avalon is a very special place. Students who are motivated and self-directed can soar, beyond anything that might be expected in a conventional school. But more importantly, students who have lost their way can find it again. It is, in my mind, because of the intimacy: the close relationships with teachers (called advisors), the close community of the students and the insistence that every child can learn, and be in charge of their own learning. At graduation this year, the most touching story by far was the young man who had turned his academic career around. We were all in tears, his family was there cheering, and he gave flowers to his mother. Extraordinary. In addition, it is tolerant and focused on giving back to the community. There is very little chance that a conventional, large, and comparatively well-resourced high school could ever match what Avalon can offer.
—Submitted by a parent
I was a student at Avalon, graduating class of 2005. I could not have asked for more of my instructors, academic content, or community. Avalon was were I blossomed into who I am, build the foundation I needed for college, my professional career, and now my graduate studies. This school is not for everyone, but those who are ready to take their education into their own hands and learn in a way that works for them, there is no place better.
Traditional high school was not working for our son and he flunked out when he was a sophomore. Luckily, we found Avalon where he was able to flourish during his last two years. After graduating on time made possible because of the project based system - he has now been accepted into college and given an academic scholarship. One of the schools said that the letter of recommendation written by a teacher at Avalon was, one of the best we ve ever seen. His success has been made possible by the staff at Avalon. He worked hard too, but was uninspired before arriving at Avalon. The community they have created allows students of all types to find their way. Teenagers who find traditional school stifling are able to blossom both socially and intellectually in the Avalon environment. I can t say enough good things about this school.
—Submitted by a parent
My daughter is a graduate from Avalon. She flourished with the wonderful teachers and project-based program at Avalon. She has now finished 1 year at the local college (where she received A's) and is hoping to become a nurse. Avalon's community taught my daughter, respect, caring, how to motivate herself and others. We recommend Avalon as a wonderful learning school.
—Submitted by a parent
Avalon is a great school for kids that want to learn. Motivated students learn a lot more there than what they would sitting in a classroom doing worksheets. If you have a child who feels like their traditional school is a waste of time because she's not really learning much of anything, I highly recommend that you consider transferring her to Avalon.
—Submitted by a parent
My son graduated from Avalon this past June. He started high school at Central and was 'lost in the masses' and not doing well - academically or emotionally. When we attended the open house for Avalon we were incredibly impressed and the school has never failed to meet the high expectations they initially set with me. Overtime I saw my on embracing education and taking ownership for his studies, he was engaged and working really hard on his projects and studies. He took PSEO classes this year and finished his studies at Avalon a couple months ahead of time! Most important to us is that we saw his confidence grow, he is strong, grounded, and optimistic young man who is off to the U of M Morris next month. What truly makes Avalon special is the people and the culture. It's amazing and I strongly encourage others to consider Avalon, you won't be disappointed!
—Submitted by a parent
The staff and the culture at Avalon are second to none. I love the cultural diversity and high respect given to and from all-students and advisors alike. My son's advisor will always hold a very special place in our hearts, she is amazing and has made a tremendous difference in our lives.
—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.
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 64% in 2010.
10 students were tested at this school in 2010.
2010
2009
The state average for Reading was 71% in 2012.
12 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.
21 students were tested at this school in 2010.
2010
2009
The state average for Reading was 72% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 44% in 2011.
19 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 Reading was 77% in 2012.
38 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 43% in 2012.
34 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 Science was 54% in 2011.
29 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 | 67% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 80% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | n/a |
| English language learners | n/a |
| Proficient in English | 67% |
| Non-migrant | 67% |
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 | 87% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 92% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | 82% |
| English language learners | n/a |
| Proficient in English | 87% |
| Non-migrant | 87% |
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 | 87% |
| Female | 75% |
| Male | 96% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 91% |
| Economically disadvantaged | 83% |
| Economically non-disadvantaged | 89% |
| Students with disabilities | n/a |
| Students without disabilities | 84% |
| English language learners | n/a |
| Proficient in English | 87% |
| Non-migrant | 87% |
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 | 21% |
| Female | 17% |
| Male | 23% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 22% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | 23% |
| Students with disabilities | n/a |
| Students without disabilities | 24% |
| English language learners | n/a |
| Proficient in English | 21% |
| Non-migrant | 21% |
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 59% in 2012.
12 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.
15 students were tested at this school in 2012.
2012
2011
The state average for Science was 42% in 2012.
15 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 Science was 52% in 2012.
29 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 | 25% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 30% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | n/a |
| English language learners | n/a |
| Proficient in English | 25% |
| Non-migrant | 25% |
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 | 67% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 77% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | 64% |
| English language learners | n/a |
| Proficient in English | 67% |
| Non-migrant | 67% |
| All Students | 53% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 62% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | n/a |
| Students with disabilities | n/a |
| Students without disabilities | 55% |
| English language learners | n/a |
| Proficient in English | 53% |
| Non-migrant | 53% |
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 | 55% |
| Female | 36% |
| Male | 67% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 68% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | 62% |
| Students with disabilities | n/a |
| Students without disabilities | 56% |
| English language learners | n/a |
| Proficient in English | 55% |
| Non-migrant | 55% |
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
The state average for Writing was 92% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Reading was 80% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
The state average for Math was 58% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 90% |
| Female | 92% |
| Male | 89% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 89% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | 86% |
| Students with disabilities | n/a |
| Students without disabilities | 96% |
| English language learners | n/a |
| Proficient in English | 93% |
| Non-migrant | 90% |
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 87% |
| Female | 75% |
| Male | 96% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 91% |
| Economically disadvantaged | 83% |
| Economically non-disadvantaged | 89% |
| Students with disabilities | n/a |
| Students without disabilities | 84% |
| English language learners | n/a |
| Proficient in English | 87% |
| Non-migrant | 87% |
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
See Minnesota's state standards
Source: Minnesota Department of Education
| All Students | 38% |
| Female | 25% |
| Male | 46% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 48% |
| Economically disadvantaged | n/a |
| Economically non-disadvantaged | 46% |
| Students with disabilities | n/a |
| Students without disabilities | 41% |
| English language learners | n/a |
| Proficient in English | 39% |
| Non-migrant | 38% |
In 2011-2012 Minnesota used Minnesota Comprehensive Assessment-II Graduation-Required Assessments for Diploma (MCA-II/GRAD) to test students in grade 9 in writing, 10 in reading, 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.
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 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade Allh
All students
Female
Male
All students
White
All students
Economically disadvantaged
Economically non-disadvantaged
Students without disabilities
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 71% | 76% | ||
| Black | 18% | 10% | ||
| Asian/Pacific Islander | 5% | 6% | ||
| Hispanic | 3% | 6% | ||
| American Indian/Alaska Native | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 2% | N/A | 33% |
| Colleges most students attend after graduation |
Hamline University Evergreen College University of Minnesota |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 12 | N/A | 16 |
| Special staff resources available to students |
Art teacher(s) College counselor(s) Computer specialist(s) ELL/ESL Coordinator Gardening teacher(s) Instructional aide(s)/coach(es) Math specialist(s) Music teacher(s) PE instructor(s) Nurse(s) Poetry/Creative writing teacher(s) Reading specialist(s) Robotics/Technology specialist(s) School psychologist School social worker/counselors(s) Special education coordinator Speech and language therapist(s) Teacher aid/assistant teacher Tutor(s) |
| Foreign languages spoken by school staff |
French German Spanish |
| Read more about programs at this school | |
| Academic awards received in the past 3 years |
|
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9 out of 10students were accepted for the 2012-2013 school year.
| Students accepted for the 2012-2013 school year | 190 |
| Applications received for the 2012-2013 school year | 220 |
| Students typically attend these schools after graduating | Hamline University Evergreen College University of Minnesota |
| College preparation / awareness offered | College prep programs/courses during the year College presentations or information sessions Community college courses School-sponsored trips to college campuses Visiting teachers or lecturers from colleges |
700 Glendale Street
St. Paul,
MN 55114
Website: Click here
Phone: (651) 649-5495
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