The reported proficiency rate for English language arts is 30%.
Original Research by School Decision on A+ Charter Schools (1000166)
A+ Charter Schools is a small, single-school district in Arizona’s Pinal County serving grades six through twelve. The district operates as a charter entity, though its charter status is not officially designated in the administrative data. What is publicly reported is that the school adopted a four-day instructional week and a project-based learning (PBL) model, a structural shift that families need to weigh carefully for both scheduling and educational fit. The project-based approach means students learn through extended, interdisciplinary projects rather than a traditional lecture-and-textbook format, and the compressed calendar changes the weekly rhythm for working parents and students alike. The school has expanded over time from its founding vision in 2020, adding sixth grade, and now enrolls a student body of modest size for a secondary-level district.
The student population is diverse. Hispanic students make up the largest share of enrollment, followed by a substantial white population, a smaller but notable Black student group, and smaller numbers of students who are Asian, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, or identify as two or more races. Data on the share of students qualifying for free or reduced-price lunch, as well as counts of students with disabilities and English learners, were not available, so a parent may want to ask the school directly about its support services for these groups.
State testing results tell a mixed story. In English language arts, sixth and seventh grade proficiency rates were reported and fell below the midpoint among Pinal County’s districts when the district’s overall proficiency is considered. Eighth grade ELA results were suppressed, and math proficiency rates across grades six through eight were also suppressed. The district’s overall proficiency index across tested subjects and grades places it below the midpoint of school districts in the county. The science assessment for eighth grade was also suppressed. The suppression of these results means the state did not release the data, often due to small group sizes that could identify individual students. The multi-year trend data available shows only two data points, all from the same school year, so no meaningful trend can be drawn. A parent should look into the school’s own assessment results and classroom-level information to understand how students are performing, especially in math and science.
The four-year graduation rate was not reported in the available data. The chronic absenteeism rate, however, places the district at the midpoint of Pinal County’s districts, with high absenteeism that warrants a conversation with the school about attendance patterns and supports. Per-pupil current spending is in the lower range among county districts, which may affect the breadth of programs, facilities, and staffing.
The district’s website publicly references the project-based learning model and the four-day week as core features, but beyond that, information on course offerings, Advanced Placement or dual-enrollment options, extracurriculars, and career and technical education pathways was not available. The single school within the district, also called A+ Charter Schools, is reported as open.
For a family considering this district, the central questions are about fit with an alternative schedule and a nontraditional, project-driven academic model. The small size may offer a close-knit environment, but the lower proficiency results, suppressed testing data in key grades, high absenteeism, and below-median spending suggest that a family should visit the school, observe classrooms, and ask pointed questions about how the school tracks student progress, supports struggling learners, and prepares students for college or career after graduation. This is not a conventional district, and its value will depend heavily on whether the four-day week and PBL approach align with a student’s learning style and a family’s schedule.
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