The top reported proficiency rate is 84% in English language arts. The lowest is 72% in Science.
Original Research by School Decision on Basis Charter Schools Inc. (90841)
BASIS Charter Schools Inc., as a district-level entity in Maricopa County, Arizona, operates a single school in this data set: BASIS Peoria, serving grades five through twelve. The district is a charter network, and its academic results place it among the highest-performing public school organizations in the county. For families considering a highly rigorous academic pathway, this district stands out clearly.
Proficiency rates across the tested grades, five through eight, are consistently very strong. In mathematics and English language arts, the share of students meeting or exceeding state standards is well above what most districts in Maricopa County report. The district’s overall proficiency index sits in the top quarter of the county’s districts, a position that reflects sustained high performance. Science results, available for grades five and eight, also show a large majority of students reaching proficiency. The data covers only a single school year, so there is no multi-year trend to examine, but the current snapshot is unmistakable: the district’s students are achieving at a level that few peers match.
The student body is notably homogeneous in one dimension: a substantial majority of enrolled students are Asian, while white students make up roughly one in seven, and Hispanic and Black students each account for a small share. Native American and Pacific Islander students are present in very small numbers. The district does not report counts for students who receive free or reduced-price meals, nor for students with disabilities or English learners, so it is not possible to assess economic or special-education support from this data. A parent interested in those dimensions would need to contact the school directly.
Chronic absenteeism is low, landing in the county’s top quarter for that metric, which aligns with the strong academic outcomes. Per-pupil spending falls in the lower range compared to other Maricopa County districts, a pattern common among charter organizations that often operate with leaner budgets. That spending level does not appear to have hindered academic results.
The data does not include a graduation rate; the field is missing from the reporting, and the district does not appear to have released a four-year adjusted cohort graduation rate in the available sources. The district serves grades nine through twelve, so a parent of an older student would want to ask the school directly about its graduation outcomes, college acceptance rates, and postsecondary pathways. No high school state assessment data is shown either, which may reflect gaps in the data set rather than the school’s actual performance, but it is worth noting.
No information is provided about the school’s locale, housing market, or recent district changes. The district brief turned up no parent-relevant developments from recent years, so there is nothing to report on that front. The school’s website was not included in the data, so families should seek that directly for extracurricular offerings, curriculum details, and admissions procedures.
This district fits a family that prioritizes a rigorously academic environment with a track record of high test scores and a student body that is predominantly Asian and relatively homogeneous in background. The lack of economic and special-population data means that families with children who require additional support services should investigate further. The low per-pupil spending and charter status may mean fewer non-academic amenities than a traditional district might offer. For families whose central question is academic performance, the evidence is strong and clear.
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