The top reported proficiency rate is 8% in English language arts. The lowest is 3% in Math.
Original Research by School Decision on Cambridge-isanti Oll Secondary 6-12
Cambridge-Isanti OLL Secondary 6-12 is an online school serving grades six through twelve within the Cambridge-Isanti Public School District. It is a regular public school, not a charter or magnet, and operates as the district’s virtual secondary program. The school enrolls a small student body, consistent with a niche online program, and its grade-level distribution shows a concentration in the upper high school grades, with the largest groups in eleventh and twelfth grade. A substantial share of students qualify for the federal free or reduced-price lunch program. The student population is predominantly white, with very small shares of Asian, Hispanic, and two-or-more-races students represented. Data on students with disabilities and English learners were not available in the source material.
Cambridge itself is a growing regional hub and the county seat of Isanti County. It sits at the junction of two state highways and has a dense suburban feel, with most residents owning their homes. The city has seen rapid population growth in recent years, and local reviews describe a surge of new housing developments. The Cambridge Medical Center is a major employer, along with the county government and the school district itself. The Rum River runs through town, and the downtown core has a traditional main-street character. Cambridge is car-oriented, with residential areas spread out, and a short drive to most amenities.
State testing results for the 2024-25 school year are available, but they come with substantial caveats. For mathematics, proficiency rates were reported at zero for both sixth and seventh grade, and a low proficiency rate for eighth grade. In English language arts, the pattern is similar: proficiency rates were reported at zero for sixth and seventh grade, and a modest proficiency rate for eighth grade. In eighth-grade science, a small share of students met the proficiency standard. The participation rate for the science test was below typical levels, so those results should be read with caution. Because the school is an online program, its test-taking population may differ from a traditional brick-and-mortar school, and the state assessment was also administered under conditions that included an assessment name change and a cut-score change in science, making direct comparisons to prior years unreliable. A single year of multi-year trend data is available, and it shows the same low proficiency rates in both math and English language arts.
When compared to other districts in Isanti County, this school’s overall proficiency across tested subjects and grades sits in the bottom quartile. A graduation rate was not reported, which is expected given that a state-calculated rate may not apply in the same way to an online school that draws a transient or credit-recovery population. No chronic absenteeism data was available either. Parents should consider that state testing data for an online program may not capture the full picture of a student’s academic experience, and it would be reasonable to ask the school directly about its curriculum, student engagement, and how it measures progress.
No information on course access, AP offerings, dual-credit programs, career and technical education, or discipline was provided in the data. The district did not have any recent parent-relevant changes flagged in public reports. Housing values in the area are slightly below the state average, and the local housing market has seen modest appreciation. The typical home is priced at a level that is accessible relative to national norms, and the cost of renting is also moderate.
This is an online secondary program within a growing, car-dependent town in east-central Minnesota. A parent considering this school should weigh the very low state test results alongside the fact that this is a virtual setting where student populations and testing conditions may not mirror a traditional school. Asking about the school’s approach to instruction, how it supports students who are behind grade level, and what postsecondary or career pathways it offers for older students would be the next step.
See more original research from School Decision →