High Schools

Overview

Minneapolis Public Schools currently has a total of 8 high schools across the city. The buildings range in age from 28 to 102 years old and have a total size of approximately 2,063,680 square feet. 8 schools have their own kitchen, 7 have air conditioning, and 4 schools have a Safe and Welcoming Entrance as defined by Capital Planning, Construction, and Maintenance. According to a Facilities Condition Assessment performed in 2017, 8 high schools were considered to be in “Fair” or “Good” condition. A new Facilities Condition Assessment is underway at the time of this report and will be completed by the end of calendar year 2025. See Table 1 below for more detail.

Across all high schools in the district, there is room for approximately 12,841 students based on how the buildings are being used. For information on how design enrollment is calculated, please see the School Transformation website. A link is included at the end of this report. As of 01 October, 2024, Minneapolis Public Schools enrolled approximately 7,819 students in high schools. Please see Table 2 below for more detail on school design enrollment and school enrollment.

Building Information

School Name	Size	Year Built	SWE*	Air Con	Kitchen	Condition**
Camden	240,121 sq ft	1926	YES	YES	YES	Good
Edison	257,922 sq ft	1922	YES	NO	YES	Good
FAIR School for Art	86,150 sq ft	1996	NO	NO	YES	Good
North	329,413 sq ft	1972	YES	YES	YES	Fair
Roosevelt	324,718 sq ft	1922	NO	YES	YES	Fair
South	283,094 sq ft	1970	NO	YES	YES	Fair
Southwest	295,832 sq ft	1940	YES	YES	YES	Good
Washburn	246,430 sq ft	1925	NO	YES	YES	Fair

*SWE refers to whether the building has a Safe and Welcoming Entrance as defined by Capital Planning, Construction, and Maintenance.

**Condition refers to the results of a Facility Condition Assessment performed in 2017. MPS is conducting another assessment with expected completion in 2025.

Table 1. Size, Build Year, Safe and Welcome Entrance, Air Conditioning, Kitchen, and 2017 Condition by building

Enrollment and Utilization Information

School Name	Grades	Design Enrollment	Enrollment	Pct of Design Enrollment	Usage*
Camden	9-12	1,477	785	53%	Underutilized
Edison	9-12	1,421	883	62%	Underutilized
FAIR School for Arts	9-12	728	338	46%	Underutilized
North	9-12	1,292	592	46%	Underutilized
Roosevelt	9-12	2,033	1,240	61%	Underutilized
South	9-12	2,089	1,260	60%	Underutilized
Southwest	9-12	2,030	1,198	59%	Underutilized
Washburn	9-12	1,771	1,523	86%	Efficient

*Usage is defined in Table 3 below.

Table 2. Enrollment, capacity, and utilization by school

Usage	Definition
Underutilized	< 70% Enrollment to Design Enrollment
Efficient	70% to 90% Enrollment to Design Enrollment
Highly Efficient	90% to 105% Enrollment to Design Enrollment
Overutilitized	> 105% Enrollment to Design Enrollment

Table 3. Definitions of the utilization categories

Building Use

At the direction of the Board of Education, district staff performed a physical space study of all district schools. This included an October 2024 walkthrough of buildings alongside many different stakeholders - Board directors, principals, teachers, central office staff, custodians, and others. For information on how each building individually is being used, please see the individual school-level reports found on the MPS School Transformation website (link available at the end of this report).

Predictable Spaces

As part of the walkthroughs conducted at each building, data was collected on certain types of “predictable” spaces, or spaces that we want each school to have as part of their programming. These spaces include space for counselors/therapists/mental health support and social-emotional learning [SEL] spaces or calming rooms. Of the 8 high schools in the district, 7 schools have a dedicated space for a counselor or mental health specialist and 6 schools have a dedicated SEL space or calming room for students.

Other important spaces to note are dedicated art labs and a space for Occupational or Physical Therapy. 8 schools have dedicated spaces for art classes [spaces where the room set up itself designates it as an art space, such as extra sinks, a kiln, or other equipment]. 3 schools have a space dedicated to Occupational or Physical Therapy. See Table 4 below for school-by-school information.

School Name	Counselor	SEL / Calming	Art Lab	OT/PT
Camden High	YES	YES	YES	NO
Edison High	YES	YES	YES	NO
FAIR High	YES	YES	YES	YES
North High	YES	NO	YES	NO
Roosevelt High	NO	YES	YES	NO
South High	YES	YES	YES	YES
Southwest High	YES	NO	YES	YES
Washburn High	YES	YES	YES	NO

Table 4. Predictable spaces by school

Guided Discussion

A guided discussion consisting of three questions was held with those who participated in the walkthrough. The major themes are included below, as are more detailed summaries of walkthrough participants’ answers.

Overall Discussion Themes

Support spaces placed throughout buildings ensure students can access resources easily
Dedicated room for social-emotional programming like affinity groups and restorative practices are important
Auditoriums, band rooms, and art spaces foster student creativity
Accessibility of high school buildings is a significant concern
Housing large class sizes in small classrooms with modern technology and educational needs is challenging

Question 1: In what ways does the physical environment in this building best support learning?

The high schools in Minneapolis Public Schools are designed to foster collaboration, creativity, and inclusivity, with flexible layouts that support both academic and social-emotional needs. Classrooms and specialized spaces, such as art rooms, science labs, and physical education spaces, are strategically placed to encourage teamwork and easy access to services like counseling and special education. Many schools incorporate natural light, accessible designs, and outdoor areas to create welcoming environments.

Dedicated spaces for mental health support, affinity groups, and restorative practices help students thrive emotionally and socially. Some schools feature unconventional spaces for programs and clinics, maximizing flexibility to meet diverse needs. With a variety of creative spaces, such as theaters and music rooms, alongside strong community connections, these schools provide well-rounded environments that promote both academic achievement and personal growth.

Question 2: In what way does the physical environment in this building interfere with how we would like learning to happen today and in the future?

Many high schools face challenges with outdated infrastructure, accessibility issues, and insufficient spaces for modern educational needs. Classrooms in some buildings are
not appropriately sized for current class sizes, and inconsistent temperature control and inadequate HVAC systems make some rooms uncomfortable. Accessibility is a major concern, with entrances that are not updated, unreliable elevators, and insufficient gender- neutral restrooms.

Space limitations impact specialized classrooms for science, art, and physical education, and schools often lack common areas for activities. Storage space is limited, and outdated signage makes navigation difficult.

Maintenance problems, including plumbing issues and leaks, are widespread, and security is a concern due to outdated systems and poor monitoring spaces. Parking is also limited, and some schools struggle with safety, especially during drop-off and pick-up times.

Question 3: What should the district know or appreciate about the physical environment of this building?

MPS high schools generally feature well-maintained buildings with natural light, outdoor spaces, and positive learning environments, though many face challenges related to outdated resources and infrastructure. While some schools boast sustainable features like solar panels and water collection systems, there is a consistent need for updates, including additional classroom space, and improved technology.

Safety concerns, particularly regarding neighborhood issues and building accessibility,
are frequently mentioned, along with the need for more accessible restrooms and outdoor facilities. Many schools also require better signage, especially in multilingual environments, and more collaboration or student support spaces.

Survey Results

In addition to observing the usage of the buildings, the walkthrough participants were asked fourteen questions at the end of the building walkthrough. There were 63 respondents to the survey across the high schools. The results of this survey are included in the following plots.

Important: Percentages below are rounded to the nearest whole percent. As such, totals may not add up to exactly 100%.

Question 1: The main entry is welcoming and able to be used by all students and visitors.

Question 2: Generally, the design of the learning spaces in the building supports the way we teach and learn (e.g. classrooms are large enough to fit student desks, small group work space, etc.; there is storage for necessary curriculum, tools, manipulatives; all students can hear when the teacher is talking).

Question 3: The building has enough classrooms to support the number of students enrolled in the program.

Question 4: The school has a space large enough for the entire student body to be together.

Question 5: The school has sufficient pull-out space to support instructional needs.

Question 6: The school has sufficient pull-out space to respond to student behaviors.

Question 7: There are sufficient spaces to meet the needs of the school’s Special Education programming.

Question 8: There are sufficient spaces to meet the mental health needs of students.

Question 9: The cafeteria can accommodate the entire student body in three lunch services.

Question 10: The gyms are large enough to meet the needs of the program.

Question 11: There is enough administrative space to meet the needs of the program.

Question 12: Generally, the design of the learning spaces in the building supports the way we teach and learn (e.g. classrooms are large enough to fit student desks, small group work space, etc.; there is storage for necessary curriculum, tools, manipulatives; all students can hear when the teacher is talking).

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