Serving 1 students in grades 8-12, Cambridge Alc East High School ranks in the bottom 50% of all schools in Minnesota for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
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 <50% (which was lower than the Minnesota state average of 60%).
The student-teacher ratio of 1:1 was lower than the Minnesota state level of 13:1.
School Overview
School Type
Grades Offered
Grades 8-12
Total Students
1 student
Total Classroom Teachers
1 teacher
School Rankings
Math Test Scores (% Proficient)
(14-15)<50%
61%
Reading/Language Arts Test Scores (% Proficient)
(14-15)<50%
60%
Student-Teacher Ratio
1:1
13:1
White
(15-16)100%
68%
Eligible for Free Lunch (07-08)
38%
24%
School Statewide Testing
School District Name
Oak Land Vocational Cooperatve School District
Source: National Center for Education Statistics (NCES), MN Dept. of Education
Frequently Asked Questions
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 <50% of students have achieved reading proficiency (compared to the 60% MN state average).
How many students attend Cambridge Alc East High School?
1 students attend Cambridge Alc East High School.
What is the racial composition of the student body?
100% of Cambridge Alc East High School students are White.
What is the student-teacher ratio of Cambridge Alc East High School?
Cambridge Alc East High School has a student ration of 1:1, which is lower than the Minnesota state average of 13:1.
What grades does Cambridge Alc East High School offer ?
Cambridge Alc East High School offers enrollment in grades 8-12
What school district is Cambridge Alc East High School part of?
Cambridge Alc East High School is part of Oak Land Vocational Cooperatve School District.
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