The top reported proficiency rate is 33% in English language arts. The lowest is 19% in Math.
Original Research by School Decision on Creative Minds International Pcs
Creative Minds International PCS is a single-school public charter network in the District of Columbia serving students from pre-kindergarten through eighth grade. The enrollment is mid-sized for a DC charter, with a fairly even distribution across the early grades that tapers somewhat in the upper grades. The student body is predominantly Black, with a substantial Hispanic share and a smaller white population. A few students identify as Asian, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, or two or more races. Free-or-reduced-price lunch data was not available, so the economic profile of the enrolled families cannot be characterized here. Information on special education enrollment and English learner status was also missing.
Because the school ends at eighth grade, there is no graduation rate to report, and the grade band means the state assessments cover grades three through eight only. The most recent results come from the DC assessment administered in the current school year for math and ELA, and from an earlier cycle for science. No multi-year trend data was available, so it is not possible to say whether performance is improving or declining over time.
On the math side, proficiency is modest across the board and tends to dip in the middle grades. Third grade sits near a quarter of students meeting the proficiency bar, and fourth grade lands in a similar range. Fifth and sixth grades fall lower, with sixth grade being the weakest. Seventh grade recovers somewhat, and eighth grade sits below where third grade started. The pattern suggests students are entering with relatively stronger foundations but losing ground as they move through the upper elementary and middle grades. A parent may want to ask the school how math instruction is structured across the grade bands and what supports are in place for students who fall behind.
English language arts tells a more encouraging story. Third grade proficiency is comparable to math, near a quarter, but fourth grade jumps considerably, approaching two-fifths of tested students meeting the bar. Fifth and sixth grades settle back into a lower range, roughly comparable to the math figures. Seventh grade rises again, and eighth grade closes strong, approaching the fourth-grade level. The upper-grade ELA results suggest the school is doing something productive with reading and writing as students prepare to exit, even if the middle grades show a dip. Compared to math, ELA is the relative strength here.
Science results are the clearest soft spot. The available data comes from an earlier assessment cycle and shows fifth grade near a quarter proficient, while eighth grade produced essentially no students reaching the proficiency threshold. The eighth-grade science figure stands out and a parent may want to look into this further with the school, particularly how science is taught and resourced in the upper grades. It is worth noting this science data is from a prior year and may not reflect current instruction.
Several categories the field typically tracks were absent from what was available. There was no information on school locale, staffing ratios, course access, discipline data, attendance, or Title I status. No program offerings were listed, so it is not clear from this data whether the school offers art, music, foreign language, or other enrichment beyond the core curriculum. No community or housing context was provided, which is expected for a DC charter that draws students from across the city rather than from a defined neighborhood. No neighbor comparison set was available to position this school against nearby charters or DC public schools. We looked for recent district-level changes but found little of lasting impact beyond directory and profile information.
What the data does show is a school where ELA is the academic bright spot, particularly in fourth grade and again in the upper grades, while math runs consistently lower and science in the tested upper grade is a concern. The demographic mix is characteristic of many DC charters, serving a predominantly Black and Hispanic student population. Without information on staffing, programs, or school climate, the picture is incomplete. A family considering this school would benefit from visiting and asking directly about math instruction in the middle grades, science resources, and what enrichment or support structures exist beyond what the assessment data captures.
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