The top reported proficiency rate is 28% in English language arts. The lowest is 4% in Science.
Original Research by School Decision on Step Academy Elementary
STEP Academy Elementary is a charter school in Saint Paul serving kindergarten through fifth grade. It is part of the STEP Academy district, which appears to be a small charter network based on the limited public information available. The school operates as a regular elementary school, not a magnet or alternative program.
The student body is small and overwhelmingly Black, with a very small number of white and Hispanic students. A substantial share of students qualify for free or reduced-price lunch, placing the school in a higher-poverty category. Data on students with disabilities and English learners was not available in the source records, so it is unclear what share of the population receives special education or language support services. A parent may want to follow up directly with the school if those details matter for their child.
On Minnesota state assessments, STEP Academy Elementary’s proficiency rates are modest and trend lower as grade levels increase. In math, roughly a quarter of third graders met state standards, with lower rates in fourth grade, and about one in eight fifth graders reached proficiency. In English language arts, the pattern varies: about one in five third and fourth graders were proficient, while just under two in five fifth graders hit the mark. Fifth-grade science results are notably low, with a very small share of students meeting the standard. Compared to other school districts in Ramsey County, the school’s overall proficiency across tested subjects and grades sits below the midpoint. Multi-year trend data is not available, so it is impossible to say whether these results are improving, declining, or holding steady. The assessments themselves changed in recent years, which further complicates comparisons.
Because this is an elementary school, there is no graduation rate to report, and the data does not include information on chronic absenteeism, discipline, staffing ratios, or advanced course offerings. Those gaps mean the picture of daily operations is incomplete. The school’s website may offer details on enrichment, class size, and student support services that are not captured here.
Saint Paul, where the school is located, is the state capital and the second-largest city in Minnesota, forming the eastern half of the Twin Cities metro area. The city is diverse, with a mix of government, commercial, and residential areas, and it sits on the Mississippi River. The school itself is situated in the eastern part of the city, near the river. The city’s park system is highly rated, and downtown offers cultural institutions and sports venues, but the school’s immediate neighborhood context—walkability, safety, and local amenities—is not included in the available data. Housing values in the area are below the state median but near the national median, and rents have been rising modestly.
The district did not report any recent parent-relevant changes such as boundary adjustments, program launches, or leadership transitions. That may reflect the small size of the charter organization or simply a gap in the publicly available record.
Who this school fits: families looking for a small, predominantly Black elementary charter in Saint Paul with a high-poverty population. The academic results are below county averages, so a parent should weigh that against any specific programs, supports, or community feel the school may offer that are not reflected in the testing data. Visiting the school, speaking with current parents, and asking about literacy and math interventions would be useful steps.
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