Enrollment
573
Minnesota · 2024-25 NCES data
2024-25 NCES data Other / mixed grade configuration NCES 272124001870
Early Childhood Special Education — Minneapolis, MN
Federal NCES profile for Early Childhood Special Education, including enrollment, faculty, free-lunch eligibility, demographics, and resource indicators — Resource Investment Index 66/100.
👥 Class size 66
How this works: Each indicator above is scored 0–100 from federal NCES and CRDC data, then averaged into the Resource Investment Index. This measures resource allocation — staffing, programs, and support services — not standardized test scores or academic outcomes. Full methodology →
School address
District: Minneapolis Public School District · Minnesota
Public location data per NCES (National Center for Education Statistics) Common Core of Data. Verify the school's current address on the NCES CCD record.
Teachers (FTE)
52.0
Federal CCD staff survey
Students per teacher
8.5:1
vs 15.9:1 Minnesota avg
-47% vs state
Free-lunch eligible
50.2%
vs 42.8% Minnesota avg
+17% vs state
Student-teacher ratio in context
How Early Childhood Special Education compares with Minnesota and U.S. medians
The federal record — no proprietary index, no editorial formula.
PlainSchools publishes the actual federal measurements — enrollment, staffing, demographics, discipline, and finance — straight from the NCES Common Core of Data, CRDC, and F-33 surveys. No composite rating, no opinion-based score on top. You get the same raw numbers researchers and policymakers use, with benchmarks, spending context, and equity indicators computed from the same federal datasets. Full methodology linked below.
What this school's NCES data tells you
Early Childhood Special Education reports 573 enrolled students to the National Center for Education Statistics (NCES) alongside 52.0 full-time-equivalent teachers, producing a 8.5:1 student-teacher ratio. That figure sits 47% below the Minnesota state mean of 15.9:1, signalling more teacher attention per pupil than the state benchmark. Against the national 2024-25 average of 15.9:1, it is 47% lower, a useful calibration for families comparing districts across state lines.
Title I and federal lunch eligibility offer another window into the student body: 50.2% of pupils qualify for free meals, a proxy for household income that federal programs use to direct funding. The free-lunch share is 17% above the Minnesota average and 3% below the national baseline.
On the finance side, the surrounding Minneapolis Public School District spends $26,112 per pupil district-wide, above the Minnesota average of $21,113 and above the national average of $19,490. Revenue comes 31.2% from local sources (property taxes), 50.3% from the state, and 18.5% from federal programs per the NCES F-33 finance survey. Taken together, these measurements produce a Resource Investment Index of 66/100 (B-), calculated from 1 distinct NCES and CRDC indicators measuring resource allocation rather than academic outcomes.
Source: National Center for Education Statistics Common Core of Data + CRDC + F-33 · 2024-25
How Early Childhood Special Education compares
Cross-validating school-level NCES values against Minnesota state and U.S. national means lets readers see whether this school is an outlier or in line with peers.
| Metric | This school | vs Minnesota | Minnesota avg | U.S. avg |
|---|---|---|---|---|
| Students per teacher | 8.5:1 | ▼ 47% | 15.9:1 | 15.9:1 |
| Free-lunch eligible | 50.2% | ▲ 17% | 42.8% | 51.8% |
| Enrollment | 573 | top 80% | — | — |
Source: NCES Common Core of Data School-level CCD + state/national means from Public School Universe · 2024-25
What the federal data reveals about equity at this school
Federal measurements — not ratings — surface the resource and opportunity picture. Below are the indicators that researchers, civil-rights monitors, and funding formulas use to assess equity.
Economic need
50.2%
free-lunch eligible
— 17% above the Minnesota average of 42.8%
Above the 40% Title I schoolwide threshold — federal funds support the whole school, not individual students.
Staffing depth
8.5:1
students per teacher
— 47% below state mean
Top 13% in Minnesota — lower ratio than 87% of state schools
Below the 15:1 benchmark — typical of schools with smaller class sizes and more individualized attention.
Funding equity
$26,112
per pupil, district-wide
— above Minnesota avg of $21,113
Above the U.S. public-school average, reflecting higher local or state investment per enrolled student.
Overview
Enrollment 573 Top 80% in Minnesota — larger than 20% of 2,391 state schools
Teachers (FTE) 52.0
Students per teacher 8.5:1 -47% vs state
Free-lunch eligible 50.2% +17% vs state
NCES ID 272124001870
Student demographics
White 49.2%
Hispanic or Latino 23.6%
African American 20.1%
Two or More 3.8%
Asian 2.6%
American Indian / Alaska Native 0.7%
Largest group: White at 49.2% of enrollment.
Funding & spending
District-wide per-pupil expenditure for Minneapolis Public School District, which includes Early Childhood Special Education.
$26,112
Per student
+24%
vs Minnesota
Avg $21,113
+34%
vs U.S.
Avg $19,490
Revenue mix
Local 31.2%
State 50.3%
Federal 18.5%
Source: NCES F-33 School District Finance Survey District-level finance · FY 2021-22 Per-pupil expenditure reflects the district-wide average. Individual school budgets are not reported at the federal level.
Other Schools in This District
- Enrollment
- 1,521
- Students per teacher
- 27.3:1
- Enrollment
- 1,257
- Students per teacher
- 20.1:1
- Enrollment
- 1,195
- Students per teacher
- 28:1
- Enrollment
- 1,148
- Students per teacher
- 20.1:1
- Enrollment
- 1,052
- Students per teacher
- 20.8:1
Similar other schools in Minneapolis
6 comparable other schools (grades Mixed) serving the same city.
Sullivan Elementary
Standard public school
640 students 14.8:1 students per teacher
Green Central Elementary
Standard public school
594 students 15.1:1 students per teacher
Seward Elementary
Standard public school
576 students 15.4:1 students per teacher
Ella Baker Elementary
Standard public school
512 students 11.1:1 students per teacher
Barton Elementary
Standard public school
508 students 17.3:1 students per teacher
Emerson Elementary
Standard public school
491 students 14.8:1 students per teacher
Educator & family resources
In-depth guides on understanding NCES data, school choice, and education funding.
Understanding NCES data
How CCD, CRDC and EDFacts feed every public-school number you see.
Choose a school district
Eight signals that matter more than the overall ranking number.
How schools are funded
Title I, F-33, state aid formulas and what per-pupil spending really means.
Chronic absenteeism
Why missing 10% of school matters and how it varies by district.
Magnet vs charter vs traditional
Three school types, three funding models, three sets of trade-offs.
School discipline data
What CRDC suspension and expulsion records do and don't reveal.
Frequently asked questions about Early Childhood Special Education
How many students attend Early Childhood Special Education?
Early Childhood Special Education has 573 students enrolled. It is a other school in MINNEAPOLIS, MN.
What is the student-teacher ratio at Early Childhood Special Education?
The student-teacher ratio at Early Childhood Special Education is 8.5:1, which is 47% lower than the Minnesota average of 15.9:1 and 47% lower than the national average of 15.9:1. Lower ratios generally mean more individual attention per student.
What percentage of students receive free lunch at Early Childhood Special Education?
50.2% of students at Early Childhood Special Education are eligible for free lunch, compared to the Minnesota average of 42.8%.
What is the racial and ethnic makeup of Early Childhood Special Education?
The largest demographic group at Early Childhood Special Education is White at 49.2%. The school serves a diverse student body in MINNEAPOLIS, MN.
What is the Resource Investment Index for Early Childhood Special Education?
Early Childhood Special Education has a Resource Investment Index of 66/100 (B-) based on 1 factor: student-teacher ratio. This index measures federal resource allocation — staffing levels, program availability, and support services — not standardized test scores or academic outcomes. Limited indicators were available, so the index reflects partial data.