The top reported proficiency rate is 32% in Math. The lowest is 20% in English language arts.
Original Research by School Decision on Txuj Ci Hmong Language & Culture Lo
Txuj Ci HMong Language & Culture Lo is a public elementary school in Saint Paul serving prekindergarten through sixth grade. It is part of Saint Paul Public Schools (SPPS) and operates as a regular public school, not a charter. The name and the school's existence reflect a dual mission: academic instruction side by side with Hmong language and cultural learning. That identity is the most distinctive thing about this school, and it shapes every aspect of the experience for the families who choose it.
The student body is overwhelmingly Hmong and Asian. Nationally, Saint Paul has one of the largest Hmong populations in the country, and this school's enrollment mirrors that community directly. A very large majority of students qualify for free or reduced-price meals, indicating that many families face economic challenges. The school's demographics are not a point of quality either way, but they are central to understanding the peer environment: a child here will be among many classmates from similar linguistic and cultural backgrounds, and the curriculum is explicitly designed to affirm and develop that heritage.
State testing data is available for the most recent year across math, reading, and science at grades three through five. In math, about a third of third graders and a slightly smaller share of fourth graders met state standards. In English language arts, fewer than one in four students were proficient at either grade level tested, and in fifth-grade science roughly one in four reached the proficiency threshold. These are soft spots, and a parent considering the school would want to look into how the school is addressing foundational literacy and math skills, especially since the scores trail state averages. At the same time, when the school's overall proficiency across all tested subjects and grades is compared with other Ramsey County districts, it lands above the midpoint. That is a meaningful strength within the local context, suggesting that relative to many other schools serving similar demographics, academic outcomes here are neither at the bottom nor far from the middle.
Because the school ends at sixth grade, there is no graduation rate to report, and no chronic absenteeism data was available. The school type—a regular public school with a specialized cultural focus—means that families are likely choosing it by application or attendance area within SPPS. The district's recent changes include new magnet schools and a renamed middle school, but those do not directly affect this campus.
Saint Paul itself is a mid-sized capital city with a diverse economy anchored by state government. The neighborhoods around the school on the city's East Side are among the more affordable parts of the metro area. Housing values and rents in the area are below the state median, making homeownership more accessible than in many Twin Cities suburbs, though the gap between rents and mortgage costs means renting is currently cheaper than buying. The city's park system is nationally known, and cultural institutions like the Science Museum and the History Center are a short drive away. The Green Line light rail connects Saint Paul to Minneapolis, and the city's bus network serves the neighborhood.
For a family that values bilingual and bicultural education, particularly Hmong language preservation, this school offers something that few others in the region do. The academic results are mixed, and the high rate of economic disadvantage among the student body points to additional needs that the school must work to meet. A parent should ask about how the school supports English language development, what interventions are in place for students who are below grade level, and how the dual-language and cultural curriculum is integrated with state standards. This is a school with a clear identity and a committed community, and it will fit best for families who prioritize cultural continuity and are prepared to be active in supporting the school's academic goals.
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