The top reported proficiency rate is 90% in Science. The lowest is 79% in Math.
Original Research by School Decision on Basis Charter Schools Inc. (92863)
BASIS Charter Schools Inc. operates as a kindergarten-through-grade-five charter school district in Maricopa County, Arizona. The district serves a single school, BASIS Scottsdale Primary - East Campus, and its enrollment is small for a district of this grade band. The student body is diverse in composition, with a very large share of Asian American students, a substantial share of white students, and smaller shares of students who are Hispanic, two or more races, Black, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander. Free or reduced-price meal eligibility data was not available, and data on students with individualized education programs or English learner status was also missing, so a parent seeking those details would need to contact the district directly.
State testing results for the most recent year show that in English language arts, the district’s combined proficiency across tested grades was well above the midpoint among Maricopa County’s districts. Mathematics proficiency was similarly strong, placing the district in the top quartile for overall proficiency across tested subjects and grades when compared to other districts in the county. The only recent science data comes from a past assessment year and is too old to characterize current performance. The multi-year trend shows a single point for English language arts and a single change point for mathematics, offering no meaningful trend direction. The district serves only kindergarten through grade five, so there is no graduation rate, and no high school metrics apply.
Chronic absenteeism, a measure of how often students miss a substantial share of school days, is reported at a rate that falls in the top quartile among Maricopa County’s districts, meaning that relatively few students are chronically absent compared to peers across the county. Per-pupil current spending is in the middle range but on the lower half among the county’s districts, which may be relevant to families comparing resource levels.
The district’s data is limited in several areas. There was no information on course access, staffing ratios, discipline incidents, or attendance rates. No community or economic context was provided, so housing values, rents, or the character of the surrounding area are not part of this account. A search for recent district changes found only directory and demographic information, with no lasting parent-relevant changes identified.
For a family considering this district, the academic picture is one of strong proficiency in tested grades, particularly in English language arts and math, and a low rate of chronic absenteeism. The district is small and focused solely on elementary grades. The absence of data on special populations and economic need means that a parent with specific questions about supports for students with disabilities or English learners should look into these areas further with the school. The student composition is notably diverse in racial and ethnic terms, with a large Asian American plurality, which is a plain characteristic for families to weigh alongside other factors like teaching approach or school culture. The district’s charter status and the single-campus structure suggest a defined educational model that interested families would want to explore directly with the school.
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