The top reported proficiency rate is 36% in Math. The lowest is 31% in English language arts.
Original Research by School Decision on Casa Academy (91934)
CASA Academy is a single-school charter district in Maricopa County, Arizona, serving kindergarten through sixth grade. The district is the school, meaning all of its roughly 350 students attend one building. Because it does not serve high school grades, there is no graduation rate to report. The student body reflects a diverse mix, with a majority of students identifying as Hispanic, followed by Black and Asian students; White and Native American students make up smaller shares. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are classified as English learners were not available, so a parent would want to ask the school directly about those supports.
State testing data is available only for grade three in math and reading, and for grade seven in reading; results for grades four through seven in math, grades four through six in reading, and grade five in science were suppressed, which is common when tested group sizes are small. In grade three, proficiency rates in math and reading were below the state average, though it is a single year of data from a small cohort. For the small group of seventh graders tested in reading, proficiency was somewhat higher but still modest. When looking at the district's overall proficiency index across all tested subjects and grades, it sits below the midpoint among Maricopa County's districts. That pattern is worth weighing: the district's academic performance, as measured by state assessments at the elementary level, lags the typical level across the county. A parent may want to investigate what the school is doing to address those results and how it tracks student progress in the grades where data is suppressed.
Chronic absenteeism, defined as students missing a substantial portion of the school year, is elevated in this district compared with others in Maricopa County. Per-pupil spending falls in the lower range of the county, a typical profile for charter schools, which often operate with less per-student funding than traditional district schools. No recent parent-relevant policy changes, curriculum shifts, or fiscal developments were surfaced in publicly available records; as a single-site charter, the school may have less visible public documentation than a larger district would. No program offerings, such as gifted, arts, or career pathways, were reported, so the academic approach is not easy to infer from the available data alone.
This is a small K-6 charter school serving a predominantly Hispanic student body in a large metropolitan county. Its test results and chronic absenteeism rate suggest a parent should expect to engage the school directly on academic supports and attendance strategies. The school's size may appeal to families seeking a close-knit setting, but the lack of publicly available data on staff qualifications, curriculum design, and student support programs means a visit and conversation with the principal would be essential.
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