The top reported proficiency rate is 18% in English language arts. The lowest is 3% in Science.
Original Research by School Decision on Achievement Preparatory Academy Pcs
Achievement Preparatory Academy PCS is a single-campus charter elementary network in the District of Columbia, operating one open school called Wahler Place Elementary. The campus serves prekindergarten through the upper elementary grades, and publicly reported plans describe an ongoing expansion to add one grade per year with the aim of eventually running through eighth grade. That expansion, already underway, means families who enroll early can keep their children in the same building through middle school rather than navigating a transition to a new campus after the elementary years. For a parent weighing continuity, that is a real structural advantage the school is actively building toward.
The student body is small and almost entirely Black. A handful of students identify as Hispanic, multiracial, or American Indian and Alaska Native, and no Asian, white, or Pacific Islander students are reported in the current enrollment. The school does not report free-or-reduced-price lunch counts, special-education enrollment, or English-learner figures, so a parent looking for information about how the school serves economically disadvantaged students, students with disabilities, or multilingual learners would need to ask the school directly. Those gaps are worth naming plainly because they limit the picture.
On the District's current state assessment, the DCCAPE, proficiency in both math and English language arts is generally low across the tested elementary grades. Math results are the weaker of the two subjects. The lowest elementary grade tested shows a fair share of students reaching proficiency, but that drops sharply in the next grade and falls to the lowest reported band in the highest elementary grade tested. A sixth-grade math result, reflecting the school's expansion, sits in the same low range. English language arts tells a more uneven story. The youngest tested grade shows low proficiency, the next grade rises to a more moderate level, then the following grade dips again. The brightest spot in the entire academic picture is the sixth-grade ELA result, which reaches a level that stands apart from the rest of the school's scores and suggests the upper-grade ELA program may be finding its footing as the expansion progresses.
Science results come from an older assessment cycle and are very low, with the upper elementary grade showing almost no students reaching proficiency and the middle-grade science result at the floor. Those science figures are dated, and the assessment itself has changed since, so they should be read as a historical snapshot rather than a current measure. No multi-year trend data is available, which means there is no clean way to tell whether the current low proficiency levels represent a decline, a plateau, or growth from an even lower baseline. A parent may want to look into this further with the school, particularly to understand what the current instructional plan looks like in math, where results are the weakest.
Because this is an elementary charter campus, there is no graduation rate, no advanced coursework data, and no career or dual-credit pathway to evaluate. The academic picture at this age is about foundational skills, and the state assessment results indicate that many students are not yet meeting grade-level benchmarks in math or reading. At the same time, the school is mid-expansion, adding grades and presumably building its upper-elementary and middle-grade programs as it goes, which means the current results capture a school in transition rather than a settled program.
No housing, neighborhood, or community context data was provided for this entity, so there is little to say here about the surrounding area or the housing market a family would be entering. No discipline, attendance, staffing, or course-access data was available either. What a parent has to work with is a small, nearly uniformly Black charter elementary campus with an active expansion plan, uneven and mostly low state assessment results, a promising upper-grade reading signal, and clear gaps in the publicly available information about student support and family economics. Asking the school directly about math instruction, special-education services, and how the expansion is being staffed would help fill in the most decision-relevant blanks.
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