Summary:
The Austin Public School District in Minnesota is home to two middle schools: I.J. Holton Intermediate School and Ellis Middle. While both schools serve a diverse student population with high rates of free and reduced lunch, they exhibit some notable differences in academic performance.
I.J. Holton Intermediate School stands out for its higher proficiency rates in MCA-III Reading and Science assessments compared to the district and state averages. However, both schools have relatively low statewide rankings, suggesting room for improvement in overall academic achievement. Ellis Middle outperforms the district and state in MCA-III Math, but its student-teacher ratio is significantly higher than I.J. Holton Intermediate School, which may impact the level of individual attention and support students receive.
The data highlights the need to further investigate the factors contributing to the schools' academic performance, such as teaching quality, curriculum, and resource allocation, to identify areas for improvement and support student success. Despite the challenges, the diverse student populations at these middle schools in the Austin Public School District present opportunities for targeted interventions and innovative approaches to ensure all students reach their full potential.
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