The top reported proficiency rate is 19% in English language arts. The lowest is 14% in Math.
Original Research by School Decision on Academies of Math and Sciences School
The Academies of Math and Sciences School is a very new public charter school district in Pulaski County, Arkansas, operating a single campus in Little Rock that opened for the 2024-25 school year. It serves grades K-8, with a stated focus on math, science, and STEAM education. Because it is a stand-alone charter district, the entity-level data reflects that one school.
The academic picture is drawn from the first year of state testing, and the results are low. Across all tested grades and subjects, the overall proficiency rate sits in the bottom quartile among Pulaski County’s districts. In math, the share of students scoring proficient or above ranged from a very small share to a modest share depending on grade, with seventh grade in particular showing an extremely low rate. English language arts proficiency was somewhat higher but still well below half, with the same seventh-grade dip. Science results followed a similar pattern. The seventh-grade cohort appears to have struggled across all three subjects, and a parent may want to understand whether that reflects the school’s first-year transition, student mobility, or something else. The school is new, so there is no multi-year trend data to compare against.
Because the school serves only K-8, no graduation rate is reported, and no high school course offerings such as AP or dual credit are relevant. The district brief, based on publicly reported sources, notes that the school opened in fall 2024 in a renovated former elementary school building and is operated by an Arizona-based charter management group. The state’s Charter Authorizing Panel has endorsed an increase in the school’s enrollment cap to accommodate growing interest, suggesting that demand has been strong from local families.
Demographic and enrollment data are missing from the available records. There is no information on the share of students who qualify for free or reduced-price lunch, the racial and ethnic composition, the number of students with disabilities, or English learner status. A parent considering this school would likely want to ask the school directly for these figures, as they shape the peer environment and the level of support services available. Likewise, information on student-teacher ratios, teacher qualifications, and chronic absenteeism is not provided. The school’s Title I status is also not stated.
The housing market context for the school’s attendance area is not included in the data. The school is a charter with no geographic boundary, so families from across Pulaski County can apply. Little Rock itself is a mid-sized city with a mix of urban and suburban neighborhoods, but no specific housing values or rents are available here.
The school’s growth context is defined by its recent launch and planned expansion. The district brief indicates that the charter authorizer has endorsed raising the enrollment cap, which means the school expects to serve more students in the coming years. This could be a sign of community enthusiasm for a tuition-free option with a STEM focus, but it also means the school is still in its early stages of establishing its academic track record and operational routines.
For a family, this school represents a very new choice in Little Rock’s educational landscape. The academic results from the inaugural year are low, which is not unusual for a school serving a population that may include many students new to the charter or new to the building. The focus on math and science is clear from the name, but the proficiency data suggests that most students are not yet meeting grade-level benchmarks in those subjects. A parent would want to visit the school, ask about curriculum, teacher support, and how the school plans to improve outcomes, especially given the planned enrollment growth. Without more data on the student body and staffing, it is hard to assess the peer environment or the level of individualized support. The school’s future trajectory will depend heavily on how it uses its first-year results to adjust instruction and whether the expansion outpaces its capacity to serve students well.
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