Serving 83 students in grades 9-12, Learning Alternatives Community School ranks in the top 30% of all schools in Minnesota for overall test scores (math proficiency is top 50%, and reading proficiency is top 1%).
The percentage of students achieving proficiency in math was <50% (which was lower than the Minnesota state average of 61%). The percentage of students achieving proficiency in reading/language arts was ≥90% (which was higher than the Minnesota state average of 58%).
The student:teacher ratio of 21:1 was higher than the Minnesota state level of 14:1.
Minority enrollment was 50% of the student body (majority Black and Hispanic), which was higher than the Minnesota state average of 38% (majority Black and Hispanic).
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 61% MN state average), while ≥90% of students have achieved reading proficiency (compared to the 58% MN state average).
What is the graduation rate of Learning Alternatives Community School?
The graduation rate of Learning Alternatives Community School is 11-19%, which is lower than the Minnesota state average of 82%.
How many students attend Learning Alternatives Community School?
83 students attend Learning Alternatives Community School.
What is the racial composition of the student body?
50% of Learning Alternatives Community School students are White, 19% of students are Black, 18% of students are Hispanic, 5% of students are Two or more races, 4% of students are American Indian, and 4% of students are Asian.
What is the student:teacher ratio of Learning Alternatives Community School?
Learning Alternatives Community School has a student ration of 21:1, which is higher than the Minnesota state average of 14:1.
What grades does Learning Alternatives Community School offer ?
Learning Alternatives Community School offers enrollment in grades 9-12
What school district is Learning Alternatives Community School part of?
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
