The reported proficiency rate for English language arts is 41%.
Original Research by School Decision on Great Expectations Academy (10974)
Great Expectations Academy is a small K-8 charter district in Pima County, Arizona, operating as a single school. The district serves students from kindergarten through eighth grade, with total enrollment that is modest for its grade band. The student body is roughly split between Hispanic and White students, with small shares of students who are Asian, Black, Native Hawaiian or Pacific Islander, or of two or more races. No data was available on the share of students qualifying for free or reduced-price lunch, receiving special education services, or classified as English learners, so a family considering this school would want to ask the school directly about those support structures.
Academic performance data is limited because many grade-level results are suppressed due to small group sizes, a common occurrence in small districts. For the grades where results were reported, about one in five students met the state proficiency standard in math across the tested grades. In English language arts, roughly two in five students met the standard in seventh grade, and the overall average across all tested grades was similar. Science results were not available. Because the district serves only elementary and middle grades, there is no graduation rate, and no high school course offerings such as Advanced Placement or career and technical education pathways.
When compared to other districts in Pima County, Great Expectations Academy’s overall proficiency across tested subjects and grades placed it above the midpoint of the county’s districts. That is a relative strength given the district’s small size. Chronic absenteeism, while still affecting more than a third of students, was slightly below the typical rate for Pima County, meaning the district fared better than many peers on that measure. Per-pupil spending fell in the middle to upper range among county districts, which may reflect the costs of operating a small charter school.
The district is a single-school charter, and a search for recent district-level changes such as referendums, curriculum overhauls, or property-tax shifts found little of lasting impact. That is not unusual for a small charter district where most operational decisions happen at the school level. A parent would likely want to learn more about the school’s specific academic program, teaching approach, and student support services directly from the school, as the available data does not provide a full picture of what daily life is like there. The school’s website would be a good next step.
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