The top reported proficiency rate is 53% in English language arts. The lowest is 35% in Math.
Original Research by School Decision on Integrated Day Charter School District
Integrated Day Charter School District is a small charter district serving preschool through eighth grade in Southeastern Connecticut. It operates a single school with a stable enrollment across its grade band and has recently secured continuity through a state charter renewal.
The district's academic profile shows particular weakness in the early elementary years and considerable variation by grade level. In the lower grades, math proficiency is low, with third graders showing especially limited mastery. English language arts proficiency in the early grades is similarly modest; the state suppressed detailed data for grades four and five on ELA, which often indicates small sample sizes. The picture improves as students progress. By sixth grade, ELA proficiency reaches roughly half of students; by seventh and eighth, it rises further, with eighth graders showing solid ELA attainment. Math gains more gradually, with sixth grade as the high point in the elementary span, then dipping back down in grades seven and eight. Science proficiency data was suppressed at both tested grade levels, indicating small cohorts; average performance scores in the tested grades suggest room for growth. Across the tested subjects and grades in the district, overall proficiency sits below the midpoint among districts in Southeastern Connecticut Planning Region.
The enrollment is small and racially and ethnically diverse. About two-fifths of students identify as white, with substantial populations of Hispanic students, Asian students, and Black students. The district does not report free-or-reduced-price-lunch eligibility, special education rates, or English learner counts, so a full economic and needs picture is not available from the data provided.
Chronic absenteeism sits below the regional median, a relative strength. Per-pupil spending is in the lower range for the county, which may reflect the district's small size or operational model.
In the 2024-2025 school year, the district adopted a new literacy curriculum for kindergarten through grade three, HMH Into Reading, signaling a district-wide push to strengthen early reading instruction. This curriculum change directly addresses the weak proficiency numbers visible in the earliest tested grades and suggests the district has identified foundational literacy as a priority. The school's charter was renewed for five years by the Connecticut State Board of Education in March 2022, confirming its compliance with state oversight standards and securing its operation through the current term.
For families considering this school, the key tension is between the early-grade academic challenge and the trajectory of improvement by middle school, paired with the recent curriculum intervention in early literacy. A parent may want to look into further detail on the literacy program's rollout and outcomes, and on what support structures exist for students showing proficiency gaps in third and fourth grade.
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