Original Research by School Decision on Lincoln International High School
Lincoln International High School is a charter high school district in Hennepin County, serving grades nine through twelve through a single school. It enrolls about one hundred sixty-five students, a small high school population. The student body is heavily Hispanic and Black, together making up nearly all of the enrollment, with a very small number of White and Asian students. No information is available on the share of students qualifying for free or reduced-price lunch, students with disabilities, or English learners, so a parent looking at supports for those groups would need to ask the school directly.
State testing results are not reported for this school, so there is no public data on academic proficiency in reading, math, or science. The four-year graduation rate is also absent from the available information. Without these measures, it is not possible to compare academic outcomes to other high schools or districts. A parent or resident would need to rely on conversations with the school or other local sources to understand student achievement and graduation.
Chronic absenteeism is where the most concrete evidence appears. The district’s chronic absenteeism rate places it in the bottom quartile among Hennepin County’s districts, meaning a large share of students miss a substantial number of school days. This is a signal worth investigating further with the school.
On the resource side, per-pupil current spending is in the upper range among the county’s districts, indicating a comparatively high level of funding per student.
The district brief turned up no recent curriculum changes, property-tax actions, or other parent-relevant shifts for this single-site charter school. No program listings were provided in the available data, so there is no public snapshot of advanced coursework, career pathways, or elective offerings. The school website is not referenced in the data, leaving a gap for families who want to explore those details directly.
For a family considering this school, the picture is largely defined by what is not publicly available: test scores, graduation rates, and program information. The known concerns include a very high rate of chronic absenteeism. The school’s funding per student is comparatively strong. The small enrollment and diverse student body are characteristics that some families might seek out. Without more data, a parent’s next step would be to contact the school to fill in the missing academic and program picture.
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