Original Research by School Decision on New Vision Middle District
New Vision Middle District serves grades six through eight as a single-school charter operated by REAL Journey Academies. The district's enrollment is small, with the school drawing students almost entirely from Hispanic and Black communities in San Bernardino County. The student body is predominantly Hispanic, with a substantial share identifying as Black. Racial diversity beyond those groups is minimal.
State testing data was not available for this district, so academic proficiency cannot be characterized from standardized assessment results. A graduation rate does not apply, as the district serves only middle grades. The absence of these metrics reflects the grade band served rather than an alternative or special-purpose designation.
What is visible in the performance picture is chronic absenteeism. The district's rate places it in the bottom quartile among San Bernardino County's districts, a clear area of concern. When absenteeism runs this high, classroom instruction becomes fragmented and students fall further behind, regardless of program quality. A parent considering this school may want to look into this further with the administration—both what drives the rate and what supports exist to address it.
The district's per-pupil spending sits in the upper range among county districts, meaning the school receives substantial resources relative to its peers. This spending level creates capacity for staffing, programs, and support services, though the impact on learning outcomes cannot be assessed without proficiency data.
For the 2025-2026 school year, the charter network adopted a district-wide policy on artificial intelligence use, embedding AI guidelines into the student-parent handbook. This reflects a deliberate stance on how emerging classroom technology will be governed—a decision some families will view as forward-thinking and others may want to understand more deeply before enrolling.
The school identifies itself as entrepreneurship-focused and employs a multi-tiered system of supports (MTSS) for student needs. These are lasting features of the program rather than recent shifts. Without enrollment or income-level breakdowns, the degree to which the school serves economically disadvantaged students cannot be determined from the data provided.
The chronic absenteeism rate is the most actionable signal available. It suggests real barriers—transportation, health, engagement, family circumstances—that affect whether students show up. Families should ask the school how it approaches this challenge and what resources are allocated to improve attendance. That answer will shape whether the entrepreneurship curriculum and support systems can actually reach the students who need them most.
See more original research from School Decision →