The top reported proficiency rate is 0% in Math.
Original Research by School Decision on Structured Teaching - 12
Structured Teaching - 12 is a small, specialized school within the Sioux Falls School District 49-5, serving grades six through twelve on North West Avenue in central Sioux Falls. The enrollment is tiny, with only a handful of students in each grade. The name itself signals a focused instructional model, and the school's profile, including its very small size and assessment results, is consistent with a special-population setting rather than a typical comprehensive middle or high school. The data does not explicitly identify the student population the school serves, so a parent would want to contact the school directly to understand its mission, admissions process, and whether it is the right fit for their child.
State assessment results from the 2018-19 school year are available for grades six through eight in math and English language arts, and for grade eight in science. The proficiency rate was reported at the lowest level in every tested grade and subject. The number of students tested in each grade was extremely small, sometimes just a single student, which means these results carry limited statistical meaning and should not be read the way one would read results from a school testing hundreds of students. Participation was full among those tested. No average scale scores were reported. There is no multi-year trend data available, so it is not possible to characterize whether performance has changed over time. A parent may want to look into this further with the school, particularly to understand how student progress is measured given the specialized setting and small numbers.
The school's enrollment is predominantly white, with a small number of Black, Hispanic, and multiracial students. A substantial share of students qualify for free or reduced-price lunch. Data on individualized education programs and English learner status was not available, which is a gap a family evaluating this school would likely want to fill through direct conversation with the school, especially given the program's apparent specialized nature.
No graduation rate was provided in the data. For a school serving grades nine through twelve, that absence may reflect the school's alternative or special-purpose designation, where standard graduation metrics may not apply in the same way they do for a comprehensive high school. A parent should ask the school how it tracks completion and post-school outcomes for its students.
Information on course access, staffing, discipline, attendance, and school programs was not available. The school's Title I status, magnet status, and specific school type were also not reported. These gaps mean the portrait here is necessarily limited, and families would need to go to the school or district directly for details about day-to-day structure, staffing ratios, and available supports.
The school sits in the 57104 zip code, an area where home values run below both the South Dakota and national benchmarks. Typical rents in this zip code are modest, and the gap between estimated monthly mortgage costs and rent is wide, with renting meaningfully cheaper than owning at current interest rates. The broader Sioux Falls area has been growing steadily for decades, with an economy anchored by major healthcare systems, financial services, and food processing. The city has a network of paved trails, a revitalized downtown with seasonal arts events, and a bus system operating across the city. Publicly reported information describes Sioux Falls as the most populous city in South Dakota, situated where two interstate highways meet, with multiple higher education institutions spread across its campus districts.
The Sioux Falls School District, the largest in the state, has been managing sustained enrollment growth. A new elementary school recently opened, and the district continues making facility and capacity decisions that shape school assignments across its many buildings. Structured Teaching - 12 exists within this larger system, and its placement in the district's portfolio reflects a targeted option rather than a neighborhood school in the usual sense.
For a family considering this school, the central question is whether its specialized model matches a child's needs. The assessment data, given the extremely small tested numbers, tells you very little about instructional quality on its own. What matters more is understanding the school's purpose, its approach to progress monitoring, and how it transitions students to post-school life. Those are conversations to have directly with the school and district.
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