The top reported proficiency rate is 12% in Science. The lowest is 10% in Math.
Original Research by School Decision on Intermediate School District 917
Intermediate School District 917 is not a typical school district. It is an intermediate district, a cooperative entity that provides specialized services to nine member school districts in Dakota County. Its schools serve students with special education needs, those in alternative learning programs, and those in career and technical education pathways. The district operates a network of programs with names like 917 TESA, 917 IDEA, 917 PACES, 917 DASH, and 917 Riverside School, among others. Because of this structure, the district does not have a single attendance boundary or a neighborhood school. A parent considering this district is looking at a placement for a student with specific needs that a home district cannot meet on its own.
The student body is small for a PK-through-12 district, and its grade distribution is unusual. The enrollment is heavily weighted toward the upper grades, with a very large share of students in grade twelve and a much smaller number in the elementary and middle grades. This shape reflects the nature of the programs: many students come to the district later in their school careers for specialized services or alternative pathways. The student population is racially and ethnically diverse. White students make up the largest group, followed by Hispanic students, Black students, students who identify as two or more races, and Asian students. A small number of American Indian or Alaska Native students are also enrolled. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are English learners was not available.
State assessment results are available for grades three through eight in math, English language arts, and science. The proficiency rates across all tested subjects and grades are very low. In math, the share of students scoring proficient ranged from none in grade six to roughly one in five in grade five. In English language arts, the rates were similarly low, with the highest being about one in five in grade five. Science results were also low. The district’s overall proficiency index places it in the bottom quartile among Dakota County’s districts. A parent should understand that these results reflect the population the district serves: students with significant disabilities, those in alternative programs, and those in specialized settings. The assessment data is not comparable to a typical district’s results.
Chronic absenteeism is reported at a very high rate, also in the bottom quartile among the county’s districts. Again, this reflects the nature of the student population and the programs they attend. A graduation rate was not available in the data.
The district operates a large number of schools, each with a specific focus. The names give a sense of the range: 917 TESA, 917 IDEA, 917 Deaf/Hard of Hearing, 917 PACES, 917 DCALS Main and North, 917 Riverside School, 917 DASH, 917 SUN, 917 TEA, 917 New Chance, and 917 CASE. There is also a program called OPTIONS that is listed as closed. Each school serves a particular population or program model.
The district brief notes that Intermediate School District 917 is an intermediate district providing special education, career and technical education, and alternative learning services to nine member districts. The search for recent parent-relevant changes did not surface any with lasting impact. The district’s structure is stable and defined by its cooperative role.
For a parent, this is not a district you choose based on a neighborhood address. It is a placement through a member district for a student who needs specialized support, an alternative setting, or a career-focused program. The academic results are low by conventional measures, but they reflect a student population that is not typical. A parent considering this district should work closely with their home district to understand which program fits their child and what the goals of that placement are. The district’s own website and program descriptions would be the next step for a family exploring whether one of its schools matches their student’s needs.
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