The top reported proficiency rate is 30% in Math.
Original Research by School Decision on Metro Tech Academy Elementary
Metro Tech Academy Elementary is a closed school. The Minnesota Department of Education lists it as not active, with a lifespan of roughly a few school years. It was a charter elementary school, authorized under the state’s public charter system and located in a neighborhood in northeast Minneapolis. Because the school is no longer operating, the picture for a family is not about enrollment or peer environment; it is about a place that no longer exists.
The academic record is thin, and nearly all of what is available comes from a single school year. The state testing data for math, reading, and science come from a period when only a very small number of students were tested at each grade level. The school served a grade band from M through M, which in this context meant only a few elementary grades. For third grade math and reading, the test results were suppressed by the state, which typically happens when the number of students tested is too small to release a result without risking privacy. For fourth grade math and reading, the data was reported but shows that a portion of the small group of test takers scored at the proficient level. For fifth grade math, reading, and science, the results were also suppressed. The participation rate on these tests was notably low, with only about half of the eligible students in some grades taking the state assessment. This makes it difficult to draw any reliable conclusion about the academic performance of the school while it was open.
The student population data is entirely missing. There is no available information on total enrollment, the share of students qualifying for free or reduced-price meals, or the racial and ethnic breakdown. There is no data on students with disabilities or English learners. The civil rights and discipline data sections are empty. Without this information, a reader cannot describe the peer environment or the level of support the school provided. It is possible the school was quite small; the very low testing counts hint at that. But no confirmation is available.
The reporting on the school environment is also absent. There is no data on staffing, class sizes, discipline rates, attendance, or course access. The school’s Title I status is not recorded, nor is there a locale description to tell a reader whether the area around the school is dense urban, residential, or something else. The school’s street address is in northeast Minneapolis, a section of the city with a mix of older housing stock, small commercial strips, and proximity to the Mississippi River and downtown. But the charter school operated independently of the Minneapolis public school district, so the larger district’s offerings are not relevant here.
What matters most is the closure. The district brief is clear: the entire charter district, which also included a middle school, opened around the start of this decade and stopped operating after the 2022-2023 school year. A family living at this address today would need to enroll their child in another school. Minneapolis has a large number of traditional public, charter, and private options, but Metro Tech Academy Elementary is not among them. No narrative about its strengths, programs, or culture can be written from the data, because the data that exists was never sufficient to form a meaningful picture, and the school itself is no longer open.
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