The top reported proficiency rate is 33% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Mn International Middle Chr School
Minnesota International Middle Charter School sits in downtown Minneapolis, a dense urban center that is the state’s most populous city and a hub for major corporations, the University of Minnesota, and cultural institutions. The school occupies a single building on Twelfth Avenue North, serving grades six through eight as a charter school within the Twin Cities International Schools district. It is a regular public charter, not a magnet or alternative school.
The student body is small for a middle school and notably homogeneous in racial composition: nearly all students are Black. The remaining share is Hispanic, and there are no White, Asian, or Native American students enrolled. The economic need is extremely high, with virtually every student qualifying for free or reduced-price lunch. Data on students with disabilities and English learners was not available, so a parent would want to ask the school directly about those supports and how they are provided.
On state assessments, proficiency rates are low across all three tested subjects. In math, the share of students meeting standards is in the teens across grades six, seven, and eight, which places the school well below the midpoint among the districts in Hennepin County. English language arts results are higher but still modest, with roughly a quarter to two-fifths of students proficient depending on the grade. Science is tested only in eighth grade, and the proficiency rate there is below one in ten. The school’s overall proficiency index, which averages all tested subjects and grades, sits below the midpoint of the county’s districts. Only one year of assessment data was available, so there is no trend to examine.
Because this is a middle school, there is no graduation rate. The school does not offer high school pathways, AP, or dual credit by definition of its grade band. No program offerings—such as STEM, arts, or language tracks—were reported, so a family interested in specific elective or enrichment opportunities would need to inquire directly.
The school’s charter status means it operates independently of the Minneapolis Public Schools district, and families choose to enroll here. The parent district, Twin Cities International Schools, had no recent parent-relevant changes surfaced in publicly available records, so the operational and programmatic landscape appears stable.
Housing in the Minneapolis area reflects a major urban market. Home values are roughly in line with the state benchmark, and rents have been rising. The broader economic context shows moderate mortgage rates and unemployment around the national average. For families moving to the city, school options are numerous, and a charter like this one is a specific choice rather than a default assignment.
A parent considering this school should weigh the low academic proficiency numbers against the context of a high-poverty population. The school’s performance may reflect the challenges its students bring, and a family would want to understand what academic interventions and support systems are in place. The peer environment is nearly entirely Black and very economically disadvantaged, which may be a good fit for families seeking a culturally affirming setting. The urban location means proximity to downtown resources, but the school itself does not report extensive extracurricular or programmatic breadth. The available data is thin in several areas—no discipline record, no staffing ratios, no attendance rates—so a thorough visit and conversation with the school leadership would be essential to fill in those gaps.
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