The top reported proficiency rate is 48% in English language arts. The lowest is 27% in Science.
Original Research by School Decision on Lakes International Language Academ
Lakes International Language Academy is a public charter school district based in Washington County, Minnesota. It serves students in preschool through twelfth grade across four schools: LILA Lower School, LILA Upper School, LILA Kinder Center, and an Online Learning Program. The district draws a student body that is predominantly white, with a sizable Hispanic population and smaller shares of Asian, Black, multiracial, and Native American students. Information on the share of students qualifying for free or reduced-price meals, as well as those receiving special education or English learner services, was not available in the data reviewed.
Academically, the district’s overall proficiency across tested subjects and grades places it below the midpoint when compared with other Washington County districts. That aggregate picture comes from a mix of results. In math, proficiency rates across grades three through eight sat in a range that showed notable variation: the highest rates appeared in middle elementary grades, while rates dipped in the upper elementary and middle school years. In reading and language arts, the pattern was more uneven—proficiency in third grade was relatively low, but it climbed steadily through the later elementary and middle grades, with the strongest results appearing in fifth and sixth grade. Science results were mixed: fifth graders had a moderate proficiency rate, while eighth graders’ proficiency was much lower, a soft spot that a family may want to explore further with the school.
The district’s four-year graduation rate was not reported in the data, so a direct measure of high school completion is not available for this update. Parents considering the upper grades may wish to ask the school directly about graduation outcomes and postsecondary planning.
Chronic absenteeism—a measure of students missing a substantial portion of the school year—ran above the midpoint among the county’s districts, meaning a larger share of students missed significant school time than in many neighboring districts. Per-pupil current spending fell in the lower range among Washington County districts, which may reflect the charter school model’s funding structure.
No data was available describing the community context, such as housing values, local employment, or population trends, so a picture of the surrounding neighborhood cannot be drawn here. The district brief indicated that no recent major changes—such as referendums, curriculum overhauls, or property tax shifts—were found in public sources. Awards or recognitions were noted but not detailed.
For a family weighing this district, the central takeaway is a charter school that serves a K-12 continuum under one organizational umbrella, with academic proficiency that generally sits lower than the county median. The language-focused name may signal a particular instructional emphasis, but no program details were present in the data to confirm that. The absence of a graduation rate and of information on student support populations leaves gaps that a parent would want to fill through direct conversation with the school. The district’s chronic absenteeism rate and its spending level are additional context points to consider when comparing options within Washington County.
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