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GreatSchools Rating

Laura Jeffrey Academy Charter

Charter | 5-8 | 150 students

Girl - focused, STEM focused urban middle school within liberal arts curriculum

 

Living in St. Paul

Situated in an inner city neighborhood. The median home value is $256,000. The average monthly rent for a 2 bedroom apartment is $840.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 17 ratings
2013:
Based on 10 ratings
2012:
Based on 12 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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44 reviews of this school


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Posted yesterday

My daughter attended Laura Jeffery Academy for 4 years. She is currently in her first year of high school.She and I are both so pleased with how well prepared she is for high school. At conferences this quarter, several of her current teachers remarked about her ability to ask good questions and have a sense of herself as a scholar. She learned this at Laura Jeffery Academy. Like any school , there were a couple of issues over the years, and when I spoke with staff about them, I found them to be very responsive. I am grateful to the teachers and administration for their academic approach and responsiveness. .
—Submitted by a parent


Posted October 23, 2014

Laura Jeffrey Academy was a great school for my daughters. They moved on to other schools and have been placed in classes a grade ahead of where they are and in AP high school classes. But more importantly they had an opportunity to experience a diverse environment that stressed critical literacy. The time they spent at LJA with the students and staff taught them to ask "why" and "why not". They have challenged me each other and more importantly me in the way I think. When they ask "why" I have to pause and say "i'm not sure, that's a really good question". And as if that wasn't enough, they will tell me what they think and why. They have learned to take a second look at every question and pursue the truth.
—Submitted by a parent


Posted October 17, 2014

The confidence my daughter gained as a person and student has taken her from this small caring school to a straight A student, in advanced classes, in a large inner city school. The amazing teachers and small classroom settings helped her to develop skills in critical thinking, active reading and writing skills, team work and cooperation as well building confidence as a young women. She learned compassion and understanding of differences in a real world setting. The school offered so many extra learning opportunities outside of the school walls. The intersessions and connections with local organizations and colleges were like nothing being offered in out other public schools. These girls learn to have a voice in the community and take an interest in the world around them. my daughter left the Laura Jeffery a well rounded, confident, happy, hungry to learn young women. Her only complaint about moving to High School was that the rout style of learning was so boring compared to the Laura Jeffery.
—Submitted by a parent


Posted October 15, 2014

Laura Jeffrey Academy helped create a thoughtful, inspired, self confident student in my daughter in the years that she spent with the very dedicated staff at LJA. When my daughter moved from this very small caring environment to a large inner city Public High School she expressed concerns that she wasn't prepared for the "real world" of Public schools or the academic rigor. No worries... she has excelled in the Public Schools environment and often laments that she is not challenged as she was at LJA. Her teachers often comment about her thoughtful world view and the critical thinking that she brings to classroom discussion.
—Submitted by a parent


Posted October 14, 2014

Laura Jeffrey Academy is a school full of very dedicated teachers and the majority of the students are equally committed to learning. The best thing about the school is certainly the teachers - the environment makes students and teachers want to do well. My daughter went to LJA for 4 years and is now a confident high-schooler thanks in good part to her teachers at LJA. The all-girl environment was great for my daughter. The small classes and group-based learning worked for her. She still meets up with her group of friends from LJA even though they are in high schools across the metro area. Improvements: as with any public school there is a small number of students who just do not want to be in school - such students, unfortunately, have a disproportionate influence on everybody's experience. Working with the "trouble" students is hard and, on top of that, there is no reward for turning them around.
—Submitted by a parent


Posted October 14, 2014

My daughter is so happy at LJA, and as a parent I am very happy with LJA. The staff are amazing, they take the time to really get to know each girl and to help them achieve their fullest potential. The leadership and guidance that is offered is top notch quality. I cannot say enough good things. Best parenting choice I ever made.
—Submitted by a parent


Posted October 14, 2014

My daughter has been at LJA for 3 yrs. & it has been a great experience. I will preface this review by saying that LJA may not be the right fit for every girl, however I have seen an enormous amount of growth in my daughter. She is confident & willing to stand up for what she believes in - she is not afraid to speak her mind. She has learned to analyze the information she receives - in school & out of school. Before LJA she wasn't confident about tackling homework she wasn't familiar with - she often felt she couldn't do it. Now she jumps right in & does it - it doesn't scare her anymore, because she really believes she is capable of doing whatever she sets her mind to. I find the level of care, concern & enthusiasm to be exceptional - in both the teachers and administration. I cannot claim that this school is perfect - there have definitely been bumps along the way. But I realize that my daughter is learning so much more than math, science, English & art. She is learning life skills that will help her succeed in the next stage of her journey- she is dealing with the diversity of personalities & backgrounds that she will be faced with outside of school. She is strong!
—Submitted by a parent


Posted October 13, 2014

Sending our daughter to LJA was one of the best decisions we ever made! She spent four years there and is now a sophomore in high school. We were originally attracted to the school for their smaller size and the fact that students had daily classes in both art and music, in addition to being a STEM school. We weren t seeking out a single gender environment but ended up seeing a lot of benefits to it. I was a Girl Scout leader with girls in several different middle schools and I saw first hand what a difference there was between the things my daughter and the other LJA troop members were focusing on in school vs. what some of the non-LJA girls were focusing on in their schools. I was glad that my daughter was able to focus on being a scholar and developing critical thinking skills prior to heading off to high school. My daughter has always been a strong student, but it became apparent how well LJA had prepared her for the rigors of high school shortly into her freshman year. We are very thankful for the groundwork that LJA has given her!
—Submitted by a parent


Posted August 11, 2014

For a handful of families, it was not a good fit. Social adjustment and behavior took significantly from academics. Tiresome. Several core subjects seem taught for a developing level and getting students ready to learn. For the several leaving, it did not empower them at the A and B grades levels and depths they had prior to 5th grade. Put these girls at a disadvantage already according to teachers at new schools who say they will work to bring them up to speed.
—Submitted by a parent


Posted June 17, 2014

LAJ is worst mistake I ever made letting my daughter to attend school there.she was a happy and confidence child but two semesters there has made my daughter she has trust issues with teacher's.God forbid your child has a IEP it probably won't see day light.
—Submitted by a parent


Posted April 2, 2014

The philosophy of this school is theoretically perfect, but it is very poorly executed and practically impossible to implement. Our daughter attended for 2 years and greatly benefited from the English-Social Studies programming. However, her STEM needs were at a higher level than the school could handle and she suffered academically during those 2 years. Classroom management is poor and inconsistent as the teachers are overwhelmed by a few student's behavior. The principal is smart but she struggles to deal with the high level challenges. The idea of female focused school is powerful, but our media makes it impossible to shield the girls from the sexualized messaging to our youth. The school attempts to discuss these messages, but they seem imprinted on the too many girls before they have entered. The issue that really pushed us away was the disregard for parents. The administration made changes to curriculum and school calendar without input from the parents. The parents were expected to volunteer and do duties as requested without input.
—Submitted by a parent


Posted March 30, 2014

I am an LJA alumni and am proud to be one. At LJA my teachers were the hardest workers I've ever met. They fostered me and helped me find my own opinions. I know I am a better learner and human being having gone to LJA. I was beyond prepared for high school with the ability to write compelling arguments, understanding healthy relationships, and unafraid to excel in my math and science classes. Laura Jeffrey gave me oppurtunites I wouldn't have had elsewhere. I am so thankful I went to LJA and I couldn't imagine myself going anywhere else.


Posted March 29, 2014

I have not ever, not even once, regretted my decision to go to LJA. I'm currently in 10th grade, was part of the the first class to complete all 4 years, and have seen LJA go through many changes and overcome many challenges. It will continue evolving and improving, but it will also always stay a part of me. At LJA, I didn't just learn the school material, I learned HOW to learn. I learned to investigate, to think critically, to be curious. LJA taught me not to be afraid to challenge myself or to ask questions if I don't understand something. LJA creates a supportive and encouraging learning environment. I also gained a lot from the focus on STEM fields and am planning on becoming an engineer. LJA prepared me not only for high school, but for a life of learning, exploring, and growing; it taught me a lot about responsibility, confidence, and about respecting myself and others. Beyond all of that, I felt a strong sense of community that is hard to find elsewhere, and I developed deep and lasting friendships. I have grown a lot because of my years at LJA, and can't imagine imagine who I would be without them.


Posted March 27, 2014

LJA taught me to push myself. I learned to go out and investigate and work through problems to find out why things happen. This is very helpful in high school. LJA sparked my interest in STEM, I used to hate it, but after LJA I love science and engineering and math. Math classed at LJA helped me understand why equations work, how numbers relate, and how the math is relevant to me. Math was fun and engaging, so I learned well. In high school math I have been prepared and motivated. LJA humanity classes sparked my interest in knowing the whole story. Learning writing and history together gave me contexts where I could write about things that were relevant and think about how words matter. The critical focus gave me tools to learn things not covered in high school. Learning to write in social studies let me to explore different ways of conveying my opinions about issues. LJA brought me out of my shell and gave me the confidence to speak up in class, and I learned importance of sharing opinions so now I do. I felt supported by all the teachers. LJA also taught me a lot about being responsible so now I respect others opinions, and find my own. LJA gave me a wonderful community.


Posted March 27, 2014

Laura Jeffrey Academy is an incredibly unique school, but I didn't realize just how special my experience as a middle schooler there was until I started my first year as a high school student. As I started to meet people who had not been to LJA, I began to realize that LJA had exposed me to a kind of learning that was different from what many of my high school peers had experienced at their middle schools. LJA helped me to develop my critical thinking skills in an environment where it was okay for me--a girl--to speak out about my opinions in class, which has ultimately made me a better student. At LJA I also felt like every teacher cared about each individual student and wanted them to succeed, and it was easy to see that the teachers were passionate about the subjects they were teaching. Overall, I am very happy to have been a part of LJA. I think it provided me with a unique middle school education in a supportive environment. LJA will no doubt have a lasting impact on me as a student, as a scholar, and ultimately as a person.


Posted March 17, 2014

Laura Jeffrey Academy is the perfect way for middle school girls to prepare for High School. In class, we work at very high standards that are both very achievable and challenging. Every student has the choice to work at either mild, medium, or spicy levels. The goal through this is for the medium and spicy kids to go up to spicy by the end of the year. It is challenging for students, but they have grown a lot by the time they are at spicy. So far this year I have read challenging classic texts such as Lord of the Flies, To Kill a Mockingbird, and am now at the start of 1984. I personally (an eighth grader at LJA) had a great experience , and I have learned a lot through the program.


Posted March 17, 2014

I love LJA so much! I am now in 8th grade, but I started at LJA in 5th. Starting 5th grade I never spoke up and never loved school. Now in 8th grade I love coming to school. Every morning I come in and I know I will learn something new and exiting! I love being apart of the large community at LJA. I love knowing I have so many teachers and students I can turn to if I need help. All girls and uniform make life so much easier. This school has made me the strong, confident, smart, happy, young woman I am today I also have to mention that LJA is really cool. Every year we have Halloween dances, talent shows, field trips, party and much more. Whither it is a random dance party or a silly teacher, every day at LJA is fun and exiting. Lastly I would like to say how thankful I am to be going to this school. I have learned so much about myself as a student and a person. Now I feel ready for anything high school might throw at me. LJA has finally made school fun for me and I know it will always stay that way because of the memories and experiences I have at LJA. I am thankful for my time here and hope other girls get to have the same experiences I get to have.


Posted January 27, 2014

I am the mother of a 2013 LJA graduate. My daughter loved LJA each of the 4 years she attended, her sever dyslexia. We chose LJA solely because the case loads of the LJA special ed. teachers are about half as large as those of Sp. ed. teachers at the larger public schools. I am a teacher at Central High School in St. Paul, so I am aware of the problems that can arise from heavy sp. ed. case loads. At LJA, my daughter was given plenty of attention and her accommodations were worked in to her daily routine. After 4 years, many other students at LJA were not aware that my daughter had a disability. She was given more than enough opportunity and encouragement to thrive at LJA. Nothing was "dumbed down" for her. The absence of male classmates encouraged her to discover her identity without unnecessary social distraction. My daughter is taking all regular ed. classes at Sibley high school this year. As of the end of first semester, she carries a 3.67 gpa, which puts her on the honor roll. She has LJA teachers to thank for helping her to develop her confidence and her organizational skills. I am thankful that LJA was there for my daughter.
—Submitted by a parent


Posted January 17, 2014

LJA is a fantastic school for 5th-8th grade girls. I constantly find myself thinking "I wish a school like this had been around when I was in middle school." The student-to-staff ratio is fantastic; the staff generally know most of the students in the building by name and are able to form meaningful mentor-type relationships with them. Students are challenged to stretch themselves and are constantly given new goals to meet, and the class assignments are interesting and creative. I am so glad to be a part of the LJA community and others should be, too!
—Submitted by a teacher


Posted September 26, 2013

Laura Jeffrey Academy has staff the care for the whole student; academically, emotionally, culturally, and socially. The staff are willing and always go the extra mile to support the students, giving up their personal time to help a student improve and feel motivated to learn and achieve.
—Submitted by a teacher


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 69% in 2010.

31 students were tested at this school in 2010.

2010

 
 
42%
Reading

The state average for Reading was 79% in 2012.

40 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
85%

2010

 
 
72%
Science

The state average for Science was 46% in 2011.

41 students were tested at this school in 2011.

2011

 
 
56%

2010

 
 
42%
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 69% in 2010.

69 students were tested at this school in 2010.

2010

 
 
65%
Reading

The state average for Reading was 76% in 2012.

58 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
80%

2010

 
 
80%
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 64% in 2010.

33 students were tested at this school in 2010.

2010

 
 
67%
Reading

The state average for Reading was 71% in 2012.

50 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
88%

2010

 
 
73%
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.

2010

 
 
n/a
Reading

The state average for Reading was 72% in 2012.

49 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
90%

2010

 
 
n/a
Science

The state average for Science was 44% in 2011.

33 students were tested at this school in 2011.

2011

 
 
49%

2010

 
 
n/a
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

All Students78%
Female78%
Malen/a
Blackn/a
Hispanicn/a
Native Americann/a
White79%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilitiesn/a
Students without disabilities81%
English language learnersn/a
Proficient in English78%
Not migrant78%
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

Reading

All Students78%
Female78%
Malen/a
Black50%
Hispanicn/a
White81%
Economically disadvantaged63%
Not economically disadvantaged85%
Students with disabilitiesn/a
Students without disabilities80%
English language learnersn/a
Proficient in English78%
Not migrant78%
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

Reading

All Students70%
Female70%
Malen/a
Black65%
Hispanicn/a
White79%
Economically disadvantaged50%
Not economically disadvantaged86%
Students with disabilitiesn/a
Students without disabilities73%
English language learnersn/a
Proficient in English70%
Not migrant70%
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

Reading

All Students92%
Female92%
Malen/a
Blackn/a
Hispanicn/a
White100%
Economically disadvantaged73%
Not economically disadvantaged97%
Students with disabilitiesn/a
Students without disabilities92%
English language learnersn/a
Proficient in English92%
Not migrant92%
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

Math

The state average for Math was 60% in 2013.

38 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
49%

2011

 
 
39%
Reading

The state average for Reading was 64% in 2013.

40 students were tested at this school in 2013.

2013

 
 
63%
Science

The state average for Science was 60% in 2013.

40 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
58%
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 57% in 2013.

46 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
57%

2011

 
 
26%
Reading

The state average for Reading was 59% in 2013.

47 students were tested at this school in 2013.

2013

 
 
55%
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 56% in 2013.

43 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
38%

2011

 
 
54%
Reading

The state average for Reading was 54% in 2013.

44 students were tested at this school in 2013.

2013

 
 
59%
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.

38 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
67%

2011

 
 
52%
Reading

The state average for Reading was 54% in 2013.

38 students were tested at this school in 2013.

2013

 
 
50%
Science

The state average for Science was 44% in 2013.

39 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
31%
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 Students50%
Female50%
Malen/a
Black33%
Asiann/a
Hispanicn/a
Native Americann/a
White67%
Economically disadvantaged33%
Not economically disadvantaged65%
Students with disabilitiesn/a
Students without disabilities54%
English language learnersn/a
Proficient in English50%
Not migrant50%

Reading

All Students63%
Female63%
Malen/a
Black36%
Asiann/a
Hispanicn/a
Native Americann/a
White78%
Economically disadvantaged58%
Not economically disadvantaged67%
Students with disabilitiesn/a
Students without disabilities72%
English language learnersn/a
Proficient in English63%
Not migrant63%

Science

All Students58%
Female58%
Malen/a
Black50%
Asiann/a
Hispanicn/a
Native Americann/a
White61%
Economically disadvantaged47%
Not economically disadvantaged67%
Students with disabilitiesn/a
Students without disabilities66%
English language learnersn/a
Proficient in English58%
Not migrant58%
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 Students35%
Female35%
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Native Americann/a
White43%
Economically disadvantaged14%
Not economically disadvantaged44%
Students with disabilitiesn/a
Students without disabilities38%
English language learnersn/a
Proficient in English35%
Not migrant35%

Reading

All Students55%
Female55%
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Native Americann/a
White71%
Economically disadvantaged40%
Not economically disadvantaged63%
Students with disabilities20%
Students without disabilities65%
English language learnersn/a
Proficient in English55%
Eligible for migrant servicesn/a
Not migrant55%
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%
Female42%
Malen/a
Black10%
Asiann/a
Hispanicn/a
Native Americann/a
White58%
Economically disadvantaged31%
Not economically disadvantaged48%
Students with disabilitiesn/a
Students without disabilities39%
English language learnersn/a
Proficient in English43%
Not migrant42%

Reading

All Students59%
Female59%
Malen/a
Black40%
Asiann/a
Hispanicn/a
Native Americann/a
White64%
Economically disadvantaged44%
Not economically disadvantaged68%
Students with disabilitiesn/a
Students without disabilities61%
English language learnersn/a
Proficient in English59%
Not migrant59%
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 Students40%
Female40%
Malen/a
Black20%
Asiann/a
Hispanicn/a
Native Americann/a
White82%
Economically disadvantaged26%
Not economically disadvantaged53%
Students with disabilitiesn/a
Students without disabilities41%
English language learnersn/a
Proficient in English40%
Not migrant40%

Reading

All Students50%
Female50%
Malen/a
Black35%
Asiann/a
Hispanicn/a
Native Americann/a
White91%
Economically disadvantaged32%
Not economically disadvantaged68%
Students with disabilitiesn/a
Students without disabilities51%
English language learnersn/a
Proficient in English50%
Not migrant50%

Science

All Students21%
Female21%
Malen/a
Black5%
Asiann/a
Hispanicn/a
Native Americann/a
White58%
Economically disadvantaged5%
Not economically disadvantaged35%
Students with disabilitiesn/a
Students without disabilities22%
English language learnersn/a
Proficient in English21%
Not migrant21%
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

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 60% 73%
Black 21% 9%
Two or more races 8% 2%
Hispanic 6% 7%
Asian or Asian/Pacific Islander 4% 6%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 30%N/A37%
Female 100%N/A49%
Male 0%N/A51%
Source: NCES, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Music teacher(s)
PE instructor(s)
Reading specialist(s)
School social worker/counselors(s)
Special education coordinator
Foreign languages spoken by school staff None
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
Clubs
  • Robotics club

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Visual arts
  • Ceramics
  • Drawing / sketching
  • Photography
  • Printmaking
Music
  • Choir / Chorus
  • Orchestra
Clubs
  • Arts and crafts
  • Yearbook

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Clubs
  • Foreign language club: Spanish

Health & athletics

Staff resources available to students
  • PE instructor(s)
School facilities
  • Gym
  • Kitchen
Clubs
  • Cooking club

Gifted & talented

Extra learning resources offered
  • Acceleration
Clubs
  • Debate
School leaders can update this information here.

School basics

School start time
  • 8:15 am
School end time
  • 3:15 pm
Before school or after school care / program onsite
  • After school: ends at 5:00 p.m.
School Leader's name
  • Brenda Natala
Gender
  • All girls
Special schedule
  • Year-round
Is there an application process?
  • Yes
Fax number
  • (651) 414-6004

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Multi-aged
  • Project-based
  • STEM
  • Standards-based
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
  • PE instructor(s)
  • Reading specialist(s)
  • School social worker/counselors(s)
  • Special education coordinator
Foreign languages spoken by staff
  • None
Extra learning resources offered
  • Acceleration
  • Counseling
  • Differentiated learning programs
  • Remediation
  • Tutoring
Transportation options
  • Buses/vans for students only
School facilities
  • Art room
  • Computer lab
  • Gym
  • Internet access
  • Kitchen
  • Music room
School leaders can update this information here.

Sports

Boys sports
  • None
Girls sports
  • Basketball
  • Soccer
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Photography
  • Printmaking
Music
  • Choir / Chorus
  • Orchestra
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • American Sign Language Club
  • Arts and crafts
  • Community service
  • Cooking club
  • Debate
  • Foreign language club: Spanish
  • Lesbian, gay, transgender club
  • Robotics club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Organize fundraising events (school auction, bake sales, etc.)
  • Tutor
  • Volunteer in the classroom
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


6 out of 10students were accepted for the 2014-2015 school year.


Students accepted for the 2014-2015 school year
57
Applications received for the 2014-2015 school year
88
Students typically come from these schools
St. Paul public school

Planning ahead

Students typically attend these schools after graduating
Central High School
St. Paul Conservatory for Performing Artists
Twin Cities Academy
Notice an inaccuracy? Let us know!

1550 Summit Ave
St. Paul, MN 55105
Website: Click here
Phone: (651) 414-6000

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