The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Virtual Instruction by Excellence S
You are looking at a virtual instruction school based in Worthington, Minnesota, serving grades seven through twelve. It is listed as a regular public school, not a charter, and sits within the Worthington Public School District. The enrollment is small for a secondary school, and the grade distribution tilts younger: most students are in seventh and eighth grade, with far fewer in the high school grades. The student body is predominantly white, with small shares of Hispanic, Asian, Black, and multiracial students. A substantial share of students qualify for free or reduced price lunch. Data on students with disabilities and English learners was not provided. The school is not a magnet and the payload did not indicate Title I status.
State testing results for the most recent year tell a difficult story. In the tested grades, seventh and eighth grade math and reading, the proficiency rate was very low. The school's overall proficiency index, which averages performance across tested subjects and grades, places it in the bottom quartile relative to the other school districts in Nobles County. A parent looking at these numbers would want to investigate further with the school, particularly around the virtual model, how instruction is delivered, and what academic supports are in place. A single year of data is a thin basis for a full judgment, but the results are clearly concerning.
The school itself is physically located in Worthington, a regional economic hub in southwestern Minnesota where agriculture, food processing, manufacturing, and healthcare anchor the local economy. Worthington has a diverse population shaped by significant Hispanic immigration, and the city has invested in bioscience industrial development, a new YMCA, and hospital expansion. Housing values in the area sit meaningfully below the state benchmark. The district brief turned up no recent parent-relevant changes such as referendums or curriculum shifts.
Several pieces of information that families often rely on were absent from the data. There is no graduation rate, which may be because the school serves upper grades but had a very small senior class. Chronic absenteeism data was not reported. The payload included no information on course offerings, Advanced Placement or dual-credit pathways, career and technical programs, staffing ratios, discipline rates, or extracurricular access. A family considering this school would need to ask the district or school directly about those details.
This is a school that fits a family actively seeking a fully online secondary option in a rural micropolitan setting. The academic picture is weak on the available measures, the enrollment is small and concentrated in the middle grades, and the virtual format is the defining characteristic. It is not a school with robust testing data, a visible track record of outcomes, or a breadth of program information to evaluate.
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