The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Longfellow Alternative High
Longfellow Alternative High serves grades seven through twelve as a small alternative school within the Minneapolis Public School District. Its student body is small, with most of its enrollment concentrated in the upper grades, particularly a substantial share in grade twelve. The demographic makeup is predominantly Hispanic and Black, with a smaller number of students who are white, two or more races, or American Indian or Alaska Native. A very high share of students come from households that qualify for free or reduced-price lunch, reflecting the economic context of the families the school serves.
Because Longfellow is an alternative school, the standard academic measures require careful interpretation. State testing data for the most recent school year shows a reported zero percent proficiency rate in both math and reading for the tested grade, which is grade eight. This figure places the school in the bottom quartile on an overall proficiency index measured against districts across Hennepin County. It is important to note that alternative schools often serve students who have experienced difficulty in traditional settings, and very low test participation or a population not well captured by standardized exams can produce results that do not reflect the school’s full work. A parent may want to discuss directly with the school how state testing is approached and what alternative assessments or progress measures are used for students who take them. Science testing data from over a decade ago was suppressed and is not available, and no science results from recent years were reported in the data provided.
Graduation rate information was not available in the data, so there is no basis to describe the school’s completion outcomes. Similarly, data on chronic absenteeism and discipline were not reported, and staffing, course access, and attendance figures were absent. Without these, it is not possible to speak to the day-to-day environment or student support structures from the records at hand.
Minneapolis, where Longfellow Alternative High is located, is a major urban center with a dense downtown core, a major university campus, an extensive park system, and a range of cultural and civic institutions. The city has seen modest population decline in recent years, and the district has faced significant fiscal strain. Publicly reported news indicates the Minneapolis Public School District has closed schools, restructured attendance boundaries and magnet programs through a Comprehensive District Design, and faced a sizable budget deficit driven by enrollment declines and the end of federal COVID-19 relief funds. Voters rejected an operating levy increase in 2020 but approved a technology levy renewal in 2022. These district-level pressures may affect resources, staffing, and program stability at all schools, including alternative sites.
The housing market in the area shows that home values and rents have been rising moderately, placing pressure on affordability for many families. The typical home value in the zip code is in line with state and national benchmarks, though affordability is a consideration given the income profile of the community Longfellow serves.
What the data tells us is that Longfellow Alternative High is a small, specialized school within a large urban district, serving a high-needs population with a very high rate of economic disadvantage. The proficiency rates on state tests are extremely low, consistent with the role of an alternative school that may prioritize re-engagement, credit recovery, or social-emotional support over traditional academic benchmarks. Families considering Longfellow should understand that it is not designed to produce the same test outcomes as a comprehensive neighborhood school. The best way to evaluate fit is to visit, speak with staff about the school’s mission and approach, and understand what specific pathways it offers—whether toward a diploma, job training, or transition to other programs. The available data gives a partial picture; the real measure of the school lies in how it serves students who have not thrived elsewhere.
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