Original Research by School Decision on Takoda Prep
Takoda Prep is an alternative high school serving grades nine through twelve in Minneapolis, operating within the Minneapolis Public School District. With a small enrollment, it serves a student population that is predominantly American Indian, with a much smaller share of Black students, and a limited number of Hispanic, white, and multiracial students. A substantial share of the student body qualifies for free or reduced-price lunch, reflecting the economic circumstances many families in this community experience.
The school’s classification as an alternative school is central to understanding what it offers. Alternative schools in Minnesota typically serve students who have not found success in a conventional high school setting—those who may be credit-deficient, have faced disciplinary challenges, or need a more flexible and supportive environment to complete their education. The enrollment pattern here, with the largest group of students in twelfth grade and much smaller numbers in the earlier grades, is consistent with a model that focuses on helping older students finish high school rather than the traditional four-year progression. That shape suggests Takoda Prep is a destination for students who need to regain credits or catch up on coursework.
Because the school is an alternative program, state testing data was not available, and the school does not report a four-year graduation rate or chronic absenteeism rate in the data set we have. This is not unusual for alternative schools, as they often operate outside the standard accountability frameworks or serve students who do not take the same assessments as their peers in comprehensive high schools. A parent considering this school would want to talk directly with the staff about academic outcomes, post-graduation plans, and how the school measures student progress, since the usual public metrics are not here to consult.
Takoda Prep is part of the Minneapolis Public School District, which has been navigating significant challenges. The district has seen declining enrollment for years, leading to school closures—Folwell, Ramsey, and Windom closed after 2022-23—and a projected budget deficit that has prompted talk of staff reductions and further program cuts. A Comprehensive District Design was phased in starting 2021, restructuring attendance boundaries and magnet placements. In 2020 voters rejected a proposed operating levy increase, while in 2022 they renewed a technology capital levy. These district-level pressures affect all schools within the system, including alternative programs, and families should be aware that the broader district’s financial strain may have implications for resources and stability.
The school is located in Minneapolis, a major urban center that is the state’s most populous city, a financial and cultural hub with a strong downtown core, the University of Minnesota’s main campus, extensive parks and lakes, and a well-developed public transit system. The neighborhood around 1845 East Franklin Avenue is in the city’s near-south side, a densely developed area with a mix of residential and commercial uses. Housing values in the area are moderate relative to the state and national benchmarks, with rents rising modestly. The area’s cost of living and market conditions are typical for an urban setting in the Twin Cities.
For a family or resident trying to understand Takoda Prep, the key facts are these: it is a small, alternative high school with a clear mission to serve students who need a different path to graduation, particularly American Indian students and those from low-income households. It does not have the conventional test-score or graduation-rate data that many parents look for, and that is likely by design given its alternative status. The district that houses it is under financial strain, which may affect long-term planning. A parent whose child is struggling in a traditional high school or who is looking for a culturally grounded, flexible environment might find Takoda Prep a deliberate match—and would want to visit, speak with staff, and understand the school’s approach to getting students to a diploma.
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