The top reported proficiency rate is 42% in English language arts. The lowest is 21% in Science.
Original Research by School Decision on Duluth Public Schools Academy
Duluth Public Schools Academy is a single district that serves kindergarten through eighth grade and operates two schools, North Star Academy and Raleigh Primary/El Academy. It is a small district, and its grade span means there is no high school, so there is no graduation rate to report and no advanced placement or dual-credit high school pathways to evaluate. A family looking at this district should know they will need to plan for high school elsewhere, typically in one of the larger Duluth-area districts or through a school choice option.
The student body is predominantly white, with a noticeable share of students who identify as two or more races, followed by smaller populations of Black, Hispanic, and American Indian or Alaska Native students. Enrollment data for students receiving free or reduced-price lunch, for students with disabilities, and for English learners were not available in the source data, so a parent may want to ask the district directly about the level of economic diversity and the extent of special education and language support services.
On state assessments, the district's results show a pattern that warrants a close look. In reading, proficiency rates hover in the range of roughly two-fifths to just over half of students meeting the standard across grades three through eight. In math, the picture is more uneven: third graders had a proficiency rate just above half, but from fourth grade onward the rates drop to around one-fifth or just above two-fifths, with fifth through eighth grade all falling near or below one-quarter of students proficient. In science, proficiency rates were roughly one-quarter of fifth graders and less than one-fifth of eighth graders. Taken together, the district's overall proficiency index places it in the bottom quartile among St. Louis County's districts. This is a soft spot in the academic profile, and a parent considering this district should discuss with school leadership how they address math and science achievement in the upper elementary and middle school grades.
The district's chronic absenteeism rate falls in the bottom quartile among the county's districts as well. That means a comparatively high share of students are missing enough school days to affect learning continuity. A parent may want to ask what attendance initiatives are in place and how the schools support students who are chronically absent.
Per-pupil spending is in the upper range among St. Louis County's districts, indicating that the district invests relatively heavily per student, though the data does not specify how those funds are allocated across instruction, support services, or operations.
District leadership appears to be stable in terms of announced changes; a search of publicly reported district news found little of lasting impact for parents to track. That means a family will likely find continuity in the basic structure, but also that the district may not be actively communicating about new initiatives or reforms online.
This is a small, kindergarten-through-eighth-grade district where a parent will need to secure a high school placement. The student body is mostly white, and the academic results on state tests are generally below the county median, particularly in math and science for older students. Chronic absenteeism is a concern. Per-pupil spending is high relative to area districts, but that has not yet translated into above-average proficiency results. A family considering this district should visit the schools, ask about intervention strategies in math and science, and clarify the high school transition plan before enrolling.
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