The top reported proficiency rate is 28% in Math. The lowest is 0% in Science.
Original Research by School Decision on Glenville-emmons Secondary
Glenville-Emmons Secondary is the single public school serving grades seven through twelve for the Glenville-Emmons School District in rural Freeborn County. The school is located in Glenville, a small residential community along the Shell Rock River with a population that has been in slight decline in recent years. The housing market is modest compared with state and national benchmarks, and most residents who work outside the home likely commute to nearby Albert Lea, the county seat, roughly a short drive away. There is minimal commercial activity in Glenville itself; civic life centers on the municipal building and the school. The community is predominantly owner-occupied single-family homes, and publicly reported data describes the town as a quiet rural settlement.
The school is very small, with an enrollment that keeps class sizes intimate. The student body is mostly white, with a smaller Hispanic population and very few Black students. More than a third of students qualify for free or reduced-price lunch, indicating a notable share of households with lower incomes. No data was reported for the share of students with disabilities or English learners, so a parent with a child in those populations may want to ask the school directly about available support.
State testing results are available only for middle school grades, which is common because Minnesota administers its MCA assessments in grades three through eight and once in high school; for this school, the high school testing data was not provided. In both math and reading, proficiency rates for seventh and eighth graders were below what is typical across the state. In eighth-grade science, no students reached the proficient level. The school’s overall proficiency index, which averages the scores across tested subjects and grades, placed it in the bottom quartile among the three districts in Freeborn County. Because only one year of testing data was available, there is no way to assess whether performance has been trending up or down.
No graduation rate was reported for this school, so it is unclear what share of students complete high school in four years. That is a significant piece of information a family would want to seek out. Similarly, chronic absenteeism data was not available, and the school’s civil rights and discipline data were not part of what was provided. The district has no recent publicly reported changes such as referenda, curriculum shifts, or facility upgrades that would affect a family’s decision.
The school does not appear to offer specialized programs like Advanced Placement or career and technical education pathways based on what was available; the data section for programs was empty. The school is a regular public school, not a charter or magnet, and the district did not report a Title I designation.
For a family considering this school, the picture is one of a small, rural secondary school serving a stable or gently declining community. The low middle-school proficiency rates and missing high school outcomes mean a parent will want to talk with the principal or a counselor about academic expectations, college preparation, and what supports are in place for students who are behind. The school offers a close-knit environment in a setting where most families know each other, but a parent looking for a wide range of course offerings or strong aggregate test performance may need to weigh those factors carefully.
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