Most Minnesotans Now Rate Public Schools a ‘C’ or Worse

A majority of Minnesotans say public schools are falling short, with 54 percent now rating school performance a “C,” “D,” or “F,” according to American Experiment’s December Thinking Minnesota Poll. The results point to a notable shift in public confidence and raise questions about what’s driving growing dissatisfaction with the state’s education system.

For the fourth time since 2020, poll respondents were asked to assign Minnesota public schools a letter grade (“A”, “B,” “C,” “D,” or “F”). Asking this question a number of times over the years is helpful for comparison purposes and documenting any shifts in public opinion.

Compared to May 2022, the last time the question was asked, the percentage of respondents giving public schools an “A” or “B” fell 10 percentage points, while those assigning an “F” tripled, rising from 3 percent to 10 percent.

Over half of Minnesota respondents (54 percent) rate public schools a “C,” “D,” or “F” — the highest level these lower grades have ever reached. By comparison, at the start of the COVID-19 pandemic in March 2020, just 33 percent of Minnesotans gave schools these lower grades.

“What letter grade would you give public schools here in Minnesota?”

Parent respondents were more critical of public schools than non-parents: 58 percent of mothers rated schools a “C,” “D,” or “F,” and a striking 18 percent of fathers gave schools an “F.”

What’s driving the lower grades?

Although the state has traditionally been viewed as a strong performer in education, the recent results indicate a growing number of Minnesotans believe schools are struggling and falling short of expectations.

These perceptions may stem from several factors. A majority of students remain below grade level in reading and math, and academic recovery has lagged behind other states. Persistent achievement gaps exist despite historic levels of state funding, while growth in administrative and non-teaching positions may raise concerns about opportunity cost. Extended screen time use and cellphone distractions make it harder for students to stay engaged in learning. Classroom safety and discipline policies can also shape how parents and the public view schools.

As policymakers prepare for upcoming legislative debates, the message from the public is clear: Many Minnesotans believe public schools can and should do better. Changing that perception will likely hinge initially on meaningful improvements in student outcomes — and on whether families notice those gains in their local classrooms.

As we begin 2026, American Experiment will continue offering policy solutions, outlined on its website and elsewhere, aimed at improving outcomes and shaping a stronger trajectory for Minnesota’s education system. We hope policymakers and state leaders will take heed of both the poll results and our proposed solutions as they make decisions that will impact the future of education in the state.