The top reported proficiency rate is 76% in English language arts. The lowest is 62% in Science.
Original Research by School Decision on Basis Dc Pcs
BASIS DC PCS is a single-school charter district in the District of Columbia serving grades five through twelve. It operates as part of the broader BASIS charter network, which is publicly known for a rigorous, content-heavy academic model. The district brief found no recent structural changes such as curriculum shifts, facility moves, or governance reforms, so the picture here reflects steady-state operations rather than a transition moment.
State assessment results from the most recent school year show a clear pattern. In both math and English language arts, proficiency rates start moderate in fifth grade and climb steadily through the middle grades. By seventh and eighth grade, the large majority of tested students are proficient in both subjects, with ELA reaching particularly high levels by eighth grade. Science results from an earlier testing cycle show a majority of fifth graders proficient and a slimmer majority of eighth graders proficient. The upward trajectory across the middle-grade band is a genuine strength and suggests the school's academic program builds momentum as students move through it.
The enrollment profile tells its own story. The school is mid-sized for its grade band, and the cohort shrinks noticeably from the lower grades to the upper grades. Fifth grade is the largest entry point, and by eleventh grade the class is much smaller. This kind of tapering is common in schools with demanding academic expectations, as some students transition to other settings, and a parent considering the upper grades may want to ask the school about retention and attrition patterns directly.
Demographically, the student body is diverse. White students make up roughly half the enrollment, with Black students, multiracial students, Hispanic students, and Asian students all represented. The school also reports a small number of American Indian or Alaska Native students. Economic disadvantage data through free or reduced-price lunch was not reported, so there is no way to characterize the income profile of the student body from the available data. Special population indicators including Individualized Education Program counts and English learner counts were also missing, which limits the picture of student support services.
Several areas where a parent might expect data are absent. No graduation rate was provided, which is a gap for a school serving through twelfth grade. No civil rights data, discipline figures, course access details, or staffing information were available. Program offerings such as Advanced Placement, dual credit, or career pathways were not reported in the data we received, though the BASIS model is publicly associated with a demanding curriculum including advanced coursework in the upper grades. A family interested in the high school experience would want to confirm with the school directly what the upper-grade program looks like and how the smaller senior cohort functions. No locale brief, housing context, or neighbor comparison was available for this entity.
What the data does show is a school where state test performance strengthens across the middle grades and reaches high proficiency levels by eighth grade, with a diverse enrollment and a visible cohort decline from entry to graduation. The missing pieces, particularly around graduation, economic diversity, and student support services, are substantial enough that a parent would want to fill them in conversation with the school before making a decision. The academic trajectory in the tested grades is the strongest signal here, and it is a positive one.
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