The top reported proficiency rate is 6% in Math. The lowest is 0% in Science.
Original Research by School Decision on Escuela Exitos Charter School
Escuela Exitos Charter School operates as a single-site charter district in Hennepin County, serving kindergarten through eighth grade. The school’s enrollment is small and heavily concentrated in one demographic group: the vast majority of students identify as Hispanic, with a much smaller share of Black students and only a handful of White or American Indian students. Data on the share of students qualifying for free or reduced-price meals was not reported, nor were counts of students with individualized education plans or English learner designations, so a full picture of economic and special-education need is unavailable from the public record.
State testing results are available for grades three through eight in math and reading, and for grades five and eight in science. Across every tested subject and grade, proficiency rates are very low. In math, the share of students meeting state standards ranges from none in fourth and fifth grade to a small percentage in third, sixth, seventh, and eighth grades; no grade reaches a level that could be described as typical. Reading results follow a similar pattern, with most grades recording no students at proficiency and only sixth grade reaching a modest percentage. Science results show zero students at proficiency in both tested grades. Participation in state assessments was complete in all tested grades.
When compared with other districts in Hennepin County, Escuela Exitos's overall proficiency across tested subjects places it in the bottom quartile. A parent may want to discuss with the school how it supports academic growth and what programming is in place to move these numbers. Chronic absenteeism falls below the midpoint among county districts, which is a measure worth noting in the context of engagement. Per-pupil current spending sits in the lower range relative to other Hennepin County districts, which may influence the resources available for instruction and support services.
Because the school serves only through eighth grade, there is no graduation rate to report. No data was available on discipline rates, course access, staffing ratios, or attendance patterns beyond the chronic absenteeism figure. The district brief turned up no recent parent-relevant changes or strategic initiatives to describe, so the administrative direction of the school is not publicly detailed here.
The makeup of the student body is uniform enough that a family considering Escuela Exitos should understand the peer environment is almost entirely Hispanic. Without data on economic disadvantage or special programs, it is difficult to gauge how the school targets its resources. The academic results are stark, and the combination of low proficiency, low spending, and moderate absenteeism suggests that a family would want to have a direct conversation with school leadership about curriculum, intervention strategies, and how the school measures progress beyond state tests. The charter status means the school operates with some autonomy, but what that autonomy produces in practice is not clear from the available evidence. For a family weighing this option, the core takeaway is that the academic outcomes are very low by state and county standards, and the available context does not explain why or what is being done about it.
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