Rdale sees progress among student groups despite dip in 2024 graduation rate

Robbinsdale Area Schools' (Rdale) 2024 four-year graduation rate stands at 78.6%, a 2.7 percentage point drop from the previous year. While the overall rate reflects post-pandemic academic challenges seen across Minnesota, a closer look at the data tells a more encouraging and complex story—particularly when it comes to historically marginalized student groups.

Equity-Focused Progress

Graduation rates for American Indian students rose by more than 11 percentage points, from 57.7% to 69.0%—an increase that Executive Director of Student Services John Groenke calls “both significant and intentional.”

“This growth didn’t happen by accident,” Groenke said. “It’s the result of deliberate, culturally responsive strategies that we’ve built alongside our families, educators and community partners. We are deeply committed to ensuring that every student, especially those who have historically been underserved, has access to the support they need to thrive.”

Graduation rates for Black/African American students also continued to rise, reaching 77.0%. Rdale has now exceeded the statewide average for this student group for 11 consecutive years.

Additionally, Rdale continues to outperform state averages in graduation rates for students receiving special education services, English Learners, and students eligible for educational benefits.

Beyond the Four-Year Lens

Although Rdale’s four-year graduation rate falls below the state average, a higher percentage of its students either graduate or continue their education beyond four years—outpacing state trends. This indicates that many students are still on track to graduate, just on an extended timeline.

Rdale’s five-year graduation rate is 84.0%, and its seven-year graduation rate stands at 88.9%. These extended timelines reflect the district’s commitment to persistence and flexibility for students who need more time due to mobility, academic disruptions, or personal circumstances.

“Graduation isn’t always a straight path, and that’s okay,” said Groenke. “We’re seeing more students finish strong in their fifth, sixth, or even seventh year. That’s still a success, and it tells us our safety nets—like credit recovery, counseling, and flexible learning models—are working.”

Looking at School-Level Success

While districtwide data offers important insights, leaders are also paying close attention to what’s happening at the school level. Both Armstrong and Cooper High Schools—the district’s two comprehensive high schools—posted four-year graduation rates above the state average. Robbinsdale Virtual Academy (RVA) and Highview, the district’s alternative programs, have also shown growth, with graduation rates now higher than pre-pandemic levels.

“We can make broad generalizations, but the most honest measure of progress is at the school level,” said Groenke. “When we look closer, we see schools doing remarkable work to support students in very different circumstances. That’s where real change happens.”

Looking Ahead

District leaders emphasize the need for continued investment in early intervention, culturally responsive practices, and credit recovery options. Groenke also highlighted the need to examine the experiences of students who do not graduate in four years, especially those enrolled in alternative programs or who enter the district after ninth grade.

“We’re asking the right questions,” said Groenke. “How can we better support students who are new to the country or new to our system? What more can we do to ensure all kids cross the finish line, no matter how long it takes?”