The top reported proficiency rate is 29% in English language arts. The lowest is 18% in Math.
Original Research by School Decision on Two Rivers Pcs
TwoRivers PCS is a public charter school network in the District of Columbia serving prekindergarten through eighth grade across three campuses: a 4th Street location and separate elementary and middle school buildings on Young. The network follows the EL Education model, an expeditionary-learning approach that emphasizes project work, character development, and Crew (a kind of advisory community). Publicly reported material also references Equitable Access lottery seats set aside for specific student groups, which a parent evaluating admissions may want to look into further with the school. The district brief turned up no clear evidence of recent programmatic or structural changes with lasting family impact, so that area was left out rather than guessed.
The student body is majority Black, with a sizable White population and smaller groups of two-or-more-race, Hispanic, and Asian students. The network enrolls a prekindergarten class large enough to anchor the early grades, with relatively even cohorts from kindergarten through fourth grade before the numbers narrow in the upper elementary and middle grades. Free-or-reduced-price lunch data, individualized education program rates, and English learner figures were all missing from the available data, so a family seeking to understand the economic and special-needs makeup of the school would need to ask the network directly.
State assessment results come from the DCCAPE test for the most recent year in math and English language arts. Because the school stops at eighth grade, there is no graduation rate or high-school-level outcome to report.
In math, proficiency across grade levels tells a mixed and concerning story. Third and fourth grade land in the moderate range, with fourth grade the stronger of the two. From fifth grade onward, proficiency drops sharply and stays low through eighth. The middle grades show only a small fraction of tested students reaching proficiency. This is a pattern a parent should take seriously and discuss with the school, particularly around the transition from elementary to middle grades where the decline is most visible.
English language arts results follow a similar but somewhat brighter arc. Fourth grade stands out as a relative bright spot, with more than half of tested students reaching proficiency. Third grade is reported as a range, likely reflecting small-cell suppression, but sits in a lower band. Fifth and sixth grade proficiency drops to low levels comparable to the math results, while seventh and eighth grade recover to a moderate range. The contrast between the strong fourth-grade showing and the weaker middle-grade results suggests the network may be doing stronger work in the earlier elementary years, though the available data cannot confirm why the middle grades lag.
Science results were available from an earlier testing cycle. Fifth-grade proficiency was suppressed, and eighth grade showed essentially no students reaching proficiency. Both grades had high participation. The science results are older than the math and ELA data, and the science test in DC is administered on a different schedule, so they are not directly comparable to the current-year results, but they are a data point a family may want to probe.
No community or housing context was provided for this entity, and no locale brief was available, so the surrounding-neighborhood picture is a gap. Staffing, attendance, discipline, and course-access data were also absent. A parent weighing Two Rivers against other DC charter options should treat the academic results as the most concrete signal in this profile. The EL Education model and Equitable Access lottery are distinctive features worth understanding up close, and the fourth-grade ELA results suggest the network can produce strong outcomes when conditions align. The persistent weakness in the upper grades, especially in math and science, is the area that most warrants a direct conversation with school leadership before enrolling.
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