Original Research by School Decision on Kingsman Academy Pcs
Kingsman Academy PCS is a public charter school in the District of Columbia that operates as its own local education agency, serving grades six through twelve. As a single-school charter LEA, it carries the autonomy of a district while maintaining one campus. The school draws a predominantly Black student body, with only a small number of students from other racial or ethnic backgrounds.
The enrollment skews heavily toward the high school grades. Middle school grades are quite small, with only a handful of students per grade level, while the bulk of the population sits in the upper grades. This shape suggests the school may function as a destination for students transferring in at the high school level rather than a program that builds steadily from sixth grade upward. A parent considering the middle grades would want to ask how the school supports such small cohorts and whether that intimacy is a feature or a limitation for their child.
Academically, the available state assessment results are limited. Several grade-level results in both math and English language arts were suppressed, which often reflects small tested populations in those grades. Where results were reported, proficiency fell in the lowest band the state reports, covering math at grade eight and English language arts at grades seven and eight. Science results from an earlier assessment cycle were also suppressed, and participation in that science assessment was low. These results, taken with the suppression pattern, paint a picture of a school where academic outcomes as measured by state tests are a soft spot. A parent may want to look into this further with the school, asking what instructional supports and interventions are in place and how the school frames its academic goals.
A good deal of what a parent might want to know is simply not in the data we received. Free and reduced-price lunch information was not available, nor were special education or English learner figures. No graduation rate was provided, which is a real gap for a school serving through twelfth grade. Program offerings, course access, staffing, discipline, and attendance data were all absent from the available materials. Housing and community context were not provided, which is typical for a DC charter school that draws from across the city rather than from a defined neighborhood. We looked for recent district-level changes or initiatives and found little of lasting impact in publicly reported sources.
What the data does convey is a small, predominantly Black charter secondary school in DC with very low measured proficiency where results are available, a heavy concentration of students in the high school grades, and a limited middle school cohort. The gaps in the record are substantial enough that a family considering Kingsman Academy would want to go directly to the school for details on graduation outcomes, support services, academic programming, and school culture before making a decision.
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