The top reported proficiency rate is 12% in English language arts. The lowest is 8% in Science.
Original Research by School Decision on Folwell Elementary
Folwell Elementary is a regular public school in the Minneapolis Public School District, serving students from pre-kindergarten through fifth grade. It is located in the city’s central-south neighborhoods, part of a major urban center that is dense, diverse, and rich in cultural and civic institutions. The school itself sits within a district that has been navigating significant change, including a decline in enrollment, the closure of several schools, and ongoing budget pressures that have led to staff and program reductions. For families considering Folwell, these district-level conditions are important context, as they affect resources, school assignments, and long-term stability.
The student body is highly diverse in its racial and ethnic composition, with a majority of students identifying as Hispanic, followed by Black students, and smaller populations of White, American Indian or Alaska Native, and students of two or more races. A very substantial share of students qualify for free or reduced-price meals, which is an indicator that the school serves a predominantly low-income community. This economic profile shapes much of the school’s context: from the types of support families may need to the kinds of challenges and opportunities the school’s programs are designed to address.
Academically, the state assessment data for the most recent school year shows that the overall proficiency rate across tested subjects was low. In math, proficiency rates for third, fourth, and fifth grade students each stood at a modest percentage, with fifth grade posting the lowest figure. In English language arts, the same grade levels also showed low proficiency, though the range was slightly wider, with fifth graders performing at a higher rate than fourth and third graders. Science results for fifth graders, the only grade tested in that subject, were similarly low. When compared to other elementary schools in Hennepin County, Folwell’s overall proficiency index placed in the bottom quartile. There is no multi-year trend data available beyond the current year, so it is not possible to see whether these results represent a change from prior years. A parent may want to ask the school directly about recent trends and what steps are being taken to raise student achievement.
The school serves pre-kindergarten through grade five, so it does not have a graduation rate to report, nor does it offer high school pathways such as Advanced Placement or career and technical education. Those options would become relevant when a family considers the middle and high school options that follow from Folwell’s attendance zone. The district’s Comprehensive District Design, approved in 2020, restructured school pathways and attendance boundaries, so families should check which middle and high school their child would be assigned to, as well as any available magnet or choice options.
Housing in the area around the school carries a home value that is modest relative to the Minneapolis market, and rents are moderate as well. The broader city’s economy is anchored by major employers such as Target Corporation, the University of Minnesota, and General Mills, and public transit options are available via Metro Transit buses and light rail. The city’s park system, lakes, and cultural institutions are well-regarded, and the school’s location places families close to the amenities of an urban center.
Overall, Folwell Elementary serves a community that is economically disadvantaged and diverse, with a student body that reflects the rich demographic mix of its Minneapolis neighborhood. Academic outcomes on state assessments are low relative to district and county peers, and the district context of enrollment declines and budget tightening is a reality that families should consider. For a parent, the school may be a viable option if they are looking for a neighborhood elementary school within the Minneapolis public system and are prepared to engage closely with the school’s academic support efforts and to monitor the district’s ongoing changes.
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