The percentage of students achieving proficiency in math is 21-39% (which is lower than the Minnesota state average of 56%). The percentage of students achieving proficiency in reading/language arts is 21-39% (which is lower than the Minnesota state average of 74%).
Quick Stats (2025)
- School Type: Alternative school
- Grades: 9-12
- Math Proficiency: 21-39%
- Reading Proficiency: 21-39%
- Source: National Center for Education Statistics (NCES), MN Dept. of Education
School Overview
School Type
Grades Offered
Grades 9-12
Total Students (13-14)
1 student

Total Classroom Teachers (17-18)
1 teacher

School Rankings
Math Test Scores (% Proficient)
(10-11)21-39%
56%

Reading/Language Arts Test Scores (% Proficient)
(10-11)21-39%
74%

Student : Teacher Ratio
n/a
13:1

American Indian
(13-14)n/a
2%
Asian
(13-14)n/a
6%
Hispanic
(13-14)n/a
8%
Black
(13-14)100%
10%

White
(13-14)n/a
71%

Hawaiian
(13-14)n/a
n/a
Two or more races
(13-14)n/a
3%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), MN Dept. of Education
Profile last updated:
Frequently Asked Questions
What schools are Alc Richfield High School-is often compared to?
Alc Richfield High School-isis often viewed alongside schools like Alc Richefield - Success At 15 by visitors of our site.
What percent of students have achieved state testing proficiency in math and reading?
21-39% of students have achieved math proficiency (compared to the 56% MN state average), while 21-39% of students have achieved reading proficiency (compared to the 74% MN state average).
How many students attend Alc Richfield High School-is?
1 students attend Alc Richfield High School-is.
What is the racial composition of the student body?
100% of Alc Richfield High School-is students are Black.
What grades does Alc Richfield High School-is offer ?
Alc Richfield High School-is offers enrollment in grades 9-12
What school district is Alc Richfield High School-is part of?
Alc Richfield High School-is is part of Intermediate School District 287.
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