Best 56425 Minnesota Public Elementary Schools (2026)

For the 2026 school year, there are 2 public elementary schools serving 2,243 students in 56425, MN.
The top-ranked public elementary schools in 56425, MN are Baxter Elementary School and Forestview Middle School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public elementary schools in zipcode 56425 have an average math proficiency score of 48% (versus the Minnesota public elementary school average of 47%), and reading proficiency score of 57% (versus the 51% statewide average). Elementary schools in 56425, MN have an average ranking of 6/10, which is in the top 50% of Minnesota public elementary schools.
Minority enrollment is 10% of the student body (majority Hispanic and American Indian), which is less than the Minnesota public elementary school average of 40% (majority Black and Hispanic).

Best 56425, MN Public Elementary Schools (2026)

School
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Baxter Elementary School
(Math: 70-74% | Reading: 56%)
Rank:
9/
10
Top 20%
12191 Jasperwood Drive
Baxter, MN 56425
(218) 454-6400
Gr: PK-4 | 534 students Student-teacher ratio: 14:1 Minority enrollment: 8%
Rank: #22.
Forestview Middle School
(Math: 45% | Reading: 57%)
Rank:
7/
10
Top 50%
12149 Knollwood Dr
Baxter, MN 56425
(218) 454-6000
Gr: 5-8 | 1,709 student Student-teacher ratio: 15:1 Minority enrollment: 10%

Frequently Asked Questions

What are the top-ranked public elementary schools in 56425, MN?
The top-ranked public elementary schools in 56425, MN include Baxter Elementary School and Forestview Middle School.
How many public elementary schools are located in 56425?
2 public elementary schools are located in 56425.
What is the racial composition of students in 56425?
56425 public elementary schools minority enrollment is 10% of the student body (majority Hispanic and American Indian), which is less than the Minnesota public elementary schools average of 40% (majority Black and Hispanic).

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