The reported proficiency rate for English language arts is 10%.
Original Research by School Decision on Monument Academy Pcs
Monument Academy PCS is a single-school public charter district in the District of Columbia serving grades five through eight. Publicly reported information describes it as operating with a boarding model, which sets it apart from most DC charter schools and places it in a niche category of residential public education. The school's enrollment is small for its grade band, which shapes nearly everything about how it functions and how its performance data appears.
The student body is almost entirely Black, with a very small number of Hispanic students and no students reported in other racial or ethnic categories. This kind of demographic concentration is consistent with a school that draws from specific neighborhoods or serves a particular community mission, though the data provided does not include details about its enrollment priorities or recruitment area. Information on free or reduced-price lunch eligibility, special education enrollment, and English learner status was not available, so a parent would need to ask the school directly to understand the full economic and developmental profile of the student population.
Academic results on DC's state assessments are low across every tested grade and subject. In math, proficiency rates for sixth, seventh, and eighth grade all fell within the lowest reported range, and fifth grade results were suppressed entirely. English language arts followed a similar pattern, with most grades in that same low range. Seventh grade ELA was the one grade with a reportable figure, and it remained low. Science results from the prior testing cycle tell the same story, with proficiency in the lowest reported band for both fifth and eighth grade. Participation rates in science were below full enrollment, which a parent may want to ask about. Because the school serves so few students per grade, many results are reported as ranges rather than precise percentages, and some are suppressed for privacy reasons. This is a common consequence of small enrollment and does not by itself indicate anything beyond the small numbers involved.
What the results do indicate, clearly, is that the large majority of students at Monument Academy are not meeting grade-level benchmarks on state tests. This is a fact a parent should weigh seriously. At the same time, the publicly reported boarding model suggests the school may be designed for students whose educational needs go beyond what a conventional day school provides, and state proficiency data alone rarely captures the full picture of what such a program is trying to accomplish. The data provided does not include information about the school's curriculum, support services, therapeutic programming, extracurricular offerings, or student growth measures over time, so there is no way from this profile alone to assess what happens inside the school beyond the test results.
Several categories of information that parents often rely on were entirely absent from the data available. There is no housing or community context, since the District of Columbia does not map to a county-based comparison set in the same way most states do. No comparison fact-set was provided to position this school against neighboring DC charter or district schools. No staffing ratios, discipline data, attendance figures, course access information, or civil rights reporting were included. Program offerings were not listed. And because the school stops at eighth grade, there is no graduation rate to report; that metric applies only to schools serving high school grades.
What a parent is left with is a small, specialized charter school with a residential component, serving a nearly entirely Black student population in grades five through eight, with state assessment results that show most students performing well below proficiency. The publicly reported boarding model is the most distinctive feature here and the strongest reason a family might look further. A parent considering Monument Academy would want to visit, ask what the school does beyond what test scores capture, and understand who the program is designed for and what outcomes it defines as success. The data in this profile cannot answer those questions, so naming that gap is more useful than guessing.
See more original research from School Decision →