Original Research by School Decision on Early Education Ben Mays/rondo
Early Education Ben Mays/Rondo is a special education school within Saint Paul Public Schools, serving only prekindergarten and kindergarten students. Its enrollment is small. A large share of students qualify for free or reduced-price lunch. The student body is predominantly White, with a significant Asian representation, a modest Black presence, and a small share of students identifying as two or more races.
Because the school serves only early grades that are not included in Minnesota’s state testing program, there are no assessment results to report. There is no graduation rate, as the school does not serve high school grades. The specialized nature of the school, combined with its very young grade band, places it outside the typical academic metrics used for elementary and secondary schools. A parent looking for conventional test-score data will not find it here, and that is expected given the population served.
The school is part of Saint Paul Public Schools, the district serving Minnesota’s capital city. Saint Paul is a dense, diverse urban center, home to state government, major cultural institutions, and a robust park system. The city’s population has been relatively stable, with a slight recent decline, and the housing market in the school’s zip code area reflects a mix of owner-occupied and rental options. The district has opened a new environmental STEM magnet for middle school grades, converted an elementary school into an East African Elementary Magnet, and renamed a middle school, all signals of ongoing programmatic adjustments. How these changes affect early childhood special education services is not detailed in available data.
The school’s identity as a special education school for the earliest grades means it serves children with identified disabilities who qualify for specialized early intervention and instruction. There is no data on the specific disability categories served, the staff-to-student ratio, or the range of therapies and supports offered. A family considering this placement would want to talk directly with the school about the particular programs, staffing, and services available for their child’s needs. The absence of disciplinary, attendance, and staffing data is common for a school of this type and size in this grade band.
What is clear is that Early Education Ben Mays/Rondo occupies a narrow but important niche: early childhood special education in an urban district with a diverse population. It is not a general-education elementary school, and its outcomes cannot be measured by the same yardsticks used for grade-level academic proficiency. A parent evaluating this school should focus on whether its services align with their child’s individualized education plan and whether the setting meets their family’s logistical and developmental priorities.
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