Original Research by School Decision on Alc - Foley
ALC - Foley is an alternative school within the St. Cloud Area School District, serving grades seven through twelve. An alternative school is a public school designed for students who need a different learning environment than a traditional comprehensive school provides. This is a significant characteristic that shapes everything about the school. It is not a general-purpose public school or a charter school; its mission is to serve a specific population of learners who may be at risk of not completing school or who have found a conventional setting challenging. Because of this role, the standard measures used to evaluate most schools—state test scores, graduation rates, chronic absenteeism—do not apply here and were not reported. A reader should not interpret the absence of test results as a weakness; it is a direct reflection of the school's alternative status and the fact that its students often enter with academic and personal circumstances that make standardized benchmarks an incomplete picture.
The school is physically located in Foley, a small town that serves as the county seat of Benton County and functions as a bedroom community within the St. Cloud metropolitan area. Foley has a traditional downtown centered around the county courthouse and a family-oriented population. Housing values in the area are near the state average, and the local market has seen steady appreciation. The town has a mix of local businesses, parks, a golf course, and a walking trail. Foley’s population grew over several decades but has recently plateaued or seen a modest decline, suggesting a stable rather than rapidly expanding community. The school is part of the larger St. Cloud district, which is a substantial public school system serving a wide geographic area that includes both urban and rural communities.
Because no student demographics, special population counts, or economic data were reported for ALC - Foley, there is no information about the share of students who qualify for free or reduced-price meals, receive special education services, or are English learners. This data gap is common for alternative schools, which often have small, fluid enrollments. Similarly, there is no information on the school’s discipline rates, course offerings, staffing levels, or attendance. A parent or resident considering this school would need to contact the school or the St. Cloud district directly to understand the specific programs, supports, and daily environment it offers.
ALC - Foley is an alternative placement within a larger district, meaning its students are likely referred or choose to attend because they need more flexible scheduling, credit recovery options, or a smaller, more supportive setting than a traditional high school. The school’s purpose is to help students who are at academic risk get back on track toward a diploma. Without program data, it is not possible to say what specific pathways—such as career and technical education, work-based learning, or online coursework—are available. A family looking at this school should ask about the school’s graduation completion rates, the types of support services provided, and how students transition back to a traditional school or to postsecondary opportunities.
The community context matters here because students may commute from across the St. Cloud area to attend this alternative program. Foley’s small-town amenities and stable housing market are part of the broader setting, but the school itself draws from a wider base. For a parent evaluating ALC - Foley, the key factor is not how the school compares to traditional schools on test scores, but whether its alternative model fits the specific needs of their child. The data provided offers no direct evidence of quality or outcomes, so the next step is to speak with school staff and the district to learn about student success rates, the typical student profile, and how the program works day to day.
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