For the 2026 school year, there are 3 public schools serving 1,098 students in 56340, MN.
The top-ranked public schools in 56340, MN are Holdingford Elementary School and Holdingford Secondary. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public schools in zipcode 56340 have an average math proficiency score of 57% (versus the Minnesota public school average of 46%), and reading proficiency score of 61% (versus the 51% statewide average). Schools in 56340, MN have an average ranking of 9/10, which is in the top 20% of Minnesota public schools.
Minority enrollment is 4% of the student body (majority Hispanic), which is less than the Minnesota public school average of 40% (majority Black and Hispanic).
Best 56340, MN Public Schools (2026)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Holdingford Elementary School
(Math: 71% | Reading: 70%)
Rank:
Rank:
10/
Top 10%10
900 5th St
Holdingford, MN 56340
(320) 746-4462
Holdingford, MN 56340
(320) 746-4462
Gr: PK-6 | 589 students Student-teacher ratio: 14:1 Minority enrollment: 4%
Rank: #22.
Holdingford Secondary
(Math: 38% | Reading: 50%)
Rank:
Rank:
5/
Bottom 50%10
900 5th St
Holdingford, MN 56340
(320) 746-2221
Holdingford, MN 56340
(320) 746-2221
Gr: 7-12 | 509 students Student-teacher ratio: 22:1 Minority enrollment: 3%
Rank: n/an/a
Alc - Holdingford
Alternative School
900 5th St
Holdingford, MN 56340
(320) 746-2196
Holdingford, MN 56340
(320) 746-2196
Gr: 7-12
Frequently Asked Questions
What are the top-ranked public schools in 56340, MN?
The top-ranked public schools in 56340, MN include Holdingford Elementary School and Holdingford Secondary.
How many public schools are located in 56340?
3 public schools are located in 56340.
What is the racial composition of students in 56340?
56340 public schools minority enrollment is 4% of the student body (majority Hispanic), which is less than the Minnesota public schools average of 40% (majority Black and Hispanic).
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