High achievement

We offer opportunities for learning and instructional strategies that lead to successful learning and high student achievement.

Chippewa Middle School is a member of Mounds View Public Schools, a school district of more than 11,000 students whose test scores routinely rank in the Top 10 of metro districts. Mounds View Public Schools matches the performance and opportunities of area private schools, yet offers the value of public schools.

Find MCA, District and school assessment results on the Minnesota Department of Education Data Center website: https://education.mn.gov/mde/data

Mounds View Public Schools uses a number of assessments to measure student performance and progress. Whether the results come from state-mandated testing, District measurement systems or national rankings, Mounds View continues to hold a place among the highest-performing school districts in the state and in the nation. The District uses a number of student improvement progress indicators to measure student achievement. Learn more at mvpschools.org/makingthegrade.

Post-secondary planning

In eighth grade, students take the Pre-ACT exam. This exam provides a baseline assessment for future ACT results. It also offers an effective tool for planning future high school coursework to prepare for post-secondary success.

In high school, students will have access to the Career and College Centers at each high school. The Career and College Center prepares each student for post-secondary success offers personalized post-secondary planning for college, career and technical training, employment and more.

The Equity Promise:

• Programs and services will be in place at all schools to ensure that race, gender, class and disability will not predict students’ success.

Student improvement progress indicators

1 All students meet school readiness goals.

2 All third-grade students achieve grade-level literacy.

3 Close achievement gaps for all student groups.

4 All students graduate from high school.

5 All students attain college and career readiness.

• Students’ academic performance will not fall into patterns identifiable by factors such as race, ethnicity, English language proficiency, socio-economic status and disability.

• The school that a student attends will not be the predictor of their success in school.