Early Childhood Special Education serves 73 students in grades Prekindergarten.
Minority enrollment is 10% of the student body (majority Black and Hispanic), which is lower than the Minnesota state average of 39% (majority Black).
Quick Facts (2026)
- School Type: Special education school
- Grades: Prekindergarten
- Enrollment: 73 students
- Minority Enrollment: 10%
- Source: National Center for Education Statistics (NCES), MN Dept. of Education
School Overview
Early Childhood Special Education's student population of 73 students has grown by 37% over five school years.
School Type
Grades Offered
Grades Prekindergarten
(No virtual instruction)
(No virtual instruction)
Total Students
73 students
Gender %
Total Classroom Teachers
n/a
School Rankings
The diversity score of Early Childhood Special Education is 0.19, which is less than the diversity score at state average of 0.59. The school's diversity has stayed relatively flat over five school years.
Student-Teacher Ratio
n/a
13:1
American Indian
1%
2%
Asian
n/a
7%
Hispanic
3%
12%
Black
3%
12%
White
90%
61%
Hawaiian
n/a
n/a
Two or more races
3%
6%
All Ethnic Groups
Eligible for Free Lunch
49%
36%
Eligible for Reduced Lunch
8%
7%
School Statewide Testing
School District Name
Princeton Public School District
Source: National Center for Education Statistics (NCES), MN Dept. of Education
Frequently Asked Questions
How many students attend Early Childhood Special Education?
73 students attend Early Childhood Special Education.
What is the racial composition of the student body?
90% of Early Childhood Special Education students are White, 3% of students are Black, 3% of students are Hispanic, 3% of students are Two or more races, and 1% of students are American Indian.
What grades does Early Childhood Special Education offer ?
Early Childhood Special Education offers enrollment in grades Prekindergarten (No virtual instruction).
What school district is Early Childhood Special Education part of?
Early Childhood Special Education is part of Princeton Public School District.
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