The top reported proficiency rate is 38% in English language arts. The lowest is 15% in Science.
Original Research by School Decision on New Discoveries Montessori Academy
New Discoveries Montessori Academy is a single-school charter district in McLeod County, Minnesota, serving students from prekindergarten through eighth grade. Because the district does not operate a high school, there is no graduation rate to report, and state testing captures only the grades it serves. The school’s charter was recently renewed through the middle of the next decade, providing families with a multi-year commitment from its authorizer and a degree of operational stability.
Academically, the district’s overall proficiency across tested subjects and grades falls below the midpoint when compared with other districts in McLeod County. Results vary notably by grade and subject. In elementary reading, for example, one grade level shows a proficient share that roughly matches the state average, while other grade levels land lower. Mathematics proficiency rates are consistently below what many families would hope for, with only about a third of students reaching the proficient bar in some of the higher elementary grades. Science proficiency is uneven: one tested grade shows about three in ten students proficient, while another grade level had no students reach the proficient threshold. Because the sample sizes are small—each tested grade contains only a few dozen students or fewer—these figures can fluctuate from year to year, and a single cohort’s performance may not reflect the school’s overall trajectory. A parent may want to discuss with the school how it addresses gaps in math and science.
The student body is predominantly white, with a notable Hispanic minority and very small shares of Black, Asian, and multiracial students. The district reports that a substantially larger proportion of its students receive special education services compared with the local traditional public school district, though exact figures are not available in the state-provided data. This higher concentration of students with individualized education plans shapes the classroom experience in a significant way. Every classroom is staffed by a general education teacher paired with a special education co-teacher and one or more paraprofessionals, a co-teaching model that is a defining feature of the program. That structure can provide intensive support for students who need it, and it also means the peer environment includes a higher share of students receiving specialized instruction than what families might encounter in a typical district school.
Enrollment has been declining steadily over the past several years, with the total student count dropping from a peak a few years ago to a smaller number today. This decline affects class composition, the ability to maintain multi-age groupings, and long-term program viability. Because the district is a single charter school, the enrollment trend directly shapes the student experience: smaller cohorts mean fewer peers per grade, which may be a plus for families who want close-knit relationships but a concern for those who want larger, more diverse social groups.
On the financial side, the district spends significantly more per pupil than most of its county peers, landing in the upper range among McLeod County’s districts. That higher spending is likely tied to the staffing model and the small scale of the operation.
There are gaps in the available data. Free or reduced-price lunch eligibility figures are not reported, and information on English learner participation is also missing. The district’s own annual report mentions that a share of students qualify for meal assistance, but the precise proportion is not provided in the state source. Families seeking a fuller picture of the economic diversity of the student body may need to ask the school directly.
New Discoveries Montessori Academy offers a distinct academic pathway for families drawn to Montessori methods in a small, supportive setting with a heavy emphasis on special education co-teaching. The academic proficiency results are mixed, and the enrollment decline is a trend worth watching. For a family whose priority is an inclusive, collaborative classroom environment with more adult support, this district may be a strong fit. For those focused primarily on above-average test scores or a larger, more diverse peer group, the data suggests a closer look is warranted.
See more original research from School Decision →