The top reported proficiency rate is 81% in Science. The lowest is 54% in Math.
Original Research by School Decision on Asu Preparatory Academy (91307)
ASU Preparatory Academy, as a district, consists of a single elementary campus, ASU Preparatory Academy-Polytechnic Elementary, serving kindergarten through fourth grade. Because the district does not include middle or high school grades, there is no graduation rate to report, and the academic picture is limited to the early elementary years. The absence of a graduation rate or secondary-level outcomes is a direct consequence of the grade band this district serves, not an indicator of performance.
The student body is diverse in its makeup. White students form the largest single group, followed by a substantial share of Hispanic students. Smaller but present groups include students who identify as two or more races, Black students, Asian students, and American Indian or Alaska Native students. The total enrollment is moderate for a district of this grade span, spread fairly evenly across kindergarten through fourth grade. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are English learners was not available, so a parent looking for that context would need to reach out to the school directly.
On state assessments, the district’s results place it in the top quartile for overall proficiency among Maricopa County’s districts, a strong showing. In third grade, the proficiency rate in math was above the midpoint, while in English language arts it was right around the midpoint. By fourth grade, math proficiency was around the midpoint, while English language arts proficiency was above it. The most recent science assessment data is from a prior year, so it is not directly comparable to the current testing regime. The chronic absenteeism rate, while better than the county median, still affects a notable portion of students, something a parent may want to discuss with the school to understand the context behind the figure.
Per-pupil spending falls in the upper half of the middle range among county districts, suggesting the school has adequate resources relative to its peers, though the figure is not at the highest end. The district’s website was not provided, and a search for recent district-level changes or strategic priorities did not turn up parent-relevant developments, so this narrative cannot speak to any specific initiatives or upcoming shifts. The governance structure—whether the school operates as a charter or a magnet—was not flagged in the available data, nor was its Title I status.
For a family considering this district, the key takeaway is that it is an elementary-only setting with strong but not universally high test performance, a diverse student body, and a single campus. The absence of information on special populations and recent district developments means a parent should plan to gather those details directly from the school. This is a place that appears to serve its young students well on academics relative to the county, but the thin public record on other dimensions means the decision to enroll would benefit from a visit and a conversation with the administration.
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