The top reported proficiency rate is 40% in Math. The lowest is 11% in Science.
Original Research by School Decision on Glenville Emmons Elementary
Glenville Emmons Elementary is a regular public school serving prekindergarten through sixth grade in Glenville, Minnesota, a small rural community in Freeborn County. The school sits within the Glenville-Emmons School District and draws students from both Glenville and the nearby community of Emmons. The town itself is a quiet residential settlement along the Shell Rock River, with limited commercial activity and a population that has experienced a slight decline in recent years. Residents access regional services in Albert Lea, roughly a short drive away, and housing values here are moderate compared with state and national benchmarks. The school building and municipal building serve as the primary civic focal points in this compact setting.
Academically, the school participates in Minnesota’s state assessments, and results vary notably across grade levels and subjects. In math, proficiency rates in the most recent testing year were strongest in third grade, where a majority of students met the standard, and fourth grade, where about half did. By fifth and sixth grade, the rates were substantially lower, with roughly a quarter or fewer of students proficient. In English language arts, third graders again performed strongest, with nearly half proficient, a level that held roughly steady through sixth grade, where about two-fifths were proficient. Fifth-grade science results were low, with about one in ten students scoring proficient; the assessment underwent a name and cut-score change that year, making direct comparisons to prior years uncertain. Because only a single year of data was available, no trend could be established. Overall, when looking at the school’s combined proficiency across tested subjects and grades, it sits above the midpoint relative to other districts in Freeborn County—a small comparison set of three districts.
The student body is small and largely homogeneous. A substantial share of students qualify for free or reduced-price lunch. Racially and ethnically, the school is predominantly White, with a modest Hispanic presence and very small numbers of students from other backgrounds. No data was available for students receiving special education services or English learner supports, so a parent may wish to ask the school directly about those programs.
Given its grade band, the school does not have a graduation rate; those figures apply only to high schools. The district brief turned up no recent changes such as referenda, budget shifts, or curriculum overhauls that would meet a parent-impact threshold, so the district’s programmatic direction appears stable on the surface. The elementary level here offers a foundational academic environment in a rural, close-knit setting. The combination of moderate economic need, a small peer group, and uneven test performance across grade levels suggests that families moving into the area will want to learn how the school addresses the dip in upper-elementary math and science outcomes, and what supports are available for students who are not yet meeting benchmarks.
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