The top reported proficiency rate is 39% in Math. The lowest is 4% in Science.
Original Research by School Decision on Swanville Secondary
Swanville Secondary serves grades seven through twelve in a single building that houses the entire PK-12 school district, located within the small rural town of Swanville in central Minnesota. The town itself is compact, set in a valley near Pepin Lake, with an agricultural economy known for turkey production and a small downtown that has seen recent revitalization efforts. The school sits within the town footprint rather than on a separate campus, so civic life and schooling are not physically separated. The district is classified as rural and remote, and the town’s population has been declining slightly in recent years.
The student body is small for a secondary school serving grades seven through twelve. The enrollment is predominantly white, with a small Hispanic population and a very small number of students identifying as two or more races. About a third of students qualify for free or reduced-price lunch, a share that is moderate for a rural Minnesota district. Data on students with disabilities and English learners was not available, so a parent may want to ask the school directly about those support structures.
State testing results are available for the 2024-25 school year, and they show a mixed picture. In seventh-grade math, about half of students met proficiency standards, while in eighth-grade math the rate was lower. In English language arts, seventh-grade proficiency was in the mid-range, while eighth-grade proficiency was lower. Science results for eighth grade were very low, with a small share of students reaching proficiency. Because the state changed the science assessment and cut scores that year, direct comparison to prior years is not possible. Overall, when combined across tested subjects and grades, the school’s proficiency index places it in the bottom quartile relative to other districts in Morrison County. A parent considering this school may want to discuss with the administration how the school supports students who are not yet at grade level and what academic interventions are in place.
The school serves grades seven through twelve, so it does not have a graduation rate reported in the available data. That metric is typically reported for high schools, and its absence here may reflect the way the state reports for a combined secondary school. A parent should confirm the school’s graduation rate directly with the district.
The town of Swanville is car-dependent, with most residents driving alone to work and commuting to nearby towns such as Little Falls or Sauk Centre. The school building itself is the only school in the district, and it has been the subject of a recent major investment: voters approved a bond referendum in early 2025 to fund facility expansion and improvements, with construction beginning in summer 2026. This represents a lasting commitment to the physical plant that will shape the learning environment for years to come. The town’s population has been declining slightly, and the housing market reflects a modest homeownership rate with property values that are below the state median. The area is agricultural, and the school is a central civic anchor alongside the community park and the annual Mid-Summer Carnival.
The school’s academic program offerings were not detailed in the available data. For a secondary school of this size, course access in areas like Advanced Placement, career and technical education, or dual credit is an important factor that a family would need to investigate directly. The school’s website or a call to the guidance office would clarify what pathways are available for students planning for college, trade school, or direct entry into the workforce.
The student body is very small, with enrollment spread across grades seven through twelve. This means class sizes are likely small, and students may have more individual attention from teachers. The school is the only secondary option in the district, so there is no choice between multiple schools within the system. For families who value a close-knit rural school where the same building serves students from early childhood through high school, this setting offers that continuity. For families seeking a wider range of course offerings, larger peer groups, or more extracurricular variety, the size may feel limiting.
The district’s recent bond referendum signals a community commitment to the school’s physical plant, but the academic performance data suggests that the school faces challenges in bringing students to proficiency, particularly in eighth-grade math and science. A parent should look into what academic supports, tutoring, or intervention programs are available, and how the school prepares students for postsecondary options given the small size. The school’s location in a remote rural area means that access to outside enrichment or dual-enrollment programs at nearby colleges may require travel. The district’s single-building structure means that students move through the same facility from early childhood through graduation, which can provide stability and a strong sense of community but also means limited exposure to different school environments.
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