The top reported proficiency rate is 17% in English language arts. The lowest is 8% in Science.
Original Research by School Decision on Statesmen College Preparatory Academy for Boys Pcs
Statesmen College Preparatory Academy for Boys PCS is a single-school public charter LEA in the District of Columbia, serving boys in grades four through eight. The school's name signals its intent: a college-preparatory framing for young men in the middle grades. Publicly reported descriptions of the school point to a blended learning model, an extended school year, and its single-gender design as core features of how it operates. No recent parent-relevant changes were found in the available search, so this account focuses on the school's ongoing model rather than any shift families should know about.
The student body is small for a school spanning five grade levels. Nearly all students are Black, with a tiny handful from other racial or ethnic backgrounds. This is a school serving a population that has been historically underserved in DC's traditional and charter sectors alike, and families choosing it are likely drawn to the combination of an all-boys environment and a college-prep identity. Economic disadvantage data was not available, and the school's special-population figures, including students with individualized education programs and English learners, were also missing from what we received. A parent evaluating fit may want to ask the school directly about how it supports students with disabilities and what share of families receive free or reduced-price meals, since those details did not appear in the state-reported data we reviewed.
On state assessments, the picture is one of low proficiency across both subjects and all tested grades. In math, results hovered in the single digits to low teens, with the strongest grade still well below what DC schools broadly consider proficient. Fifth and eighth grade math results were reported only as a range capped at the lowest band, which the state uses to suppress small counts while still signaling that few students reached proficiency. English language arts results were somewhat stronger than math but still low, with proficiency in the upper teens to mid-twenties in the middle grades before dipping again in eighth grade. Science, tested in fifth and eighth grade under an older assessment cycle, showed proficiency at the very bottom of the range, with one grade reporting no proficient students at all.
These are results a family should take seriously and ask about directly. Low proficiency across five grade levels and three subjects, in a school that brands itself as college preparatory, raises a fair question about how the school defines and delivers on that mission. It is possible the school is working with students who arrive significantly below grade level and is focused on growth rather than grade-level attainment in a given year, but growth data was not available in what we received. A parent considering this school would benefit from asking the leadership how they measure progress beyond the state test, what intervention systems exist for students below proficiency, and what outcomes past graduates have shown when they move on to high school.
The school does not serve high school grades, so there is no graduation rate to report. That is expected for the grade band and not a gap that reflects on the school. Similarly, the absence of a locale brief or community economic context reflects DC's structure as a district-level jurisdiction rather than a traditional county-based system, so we have no separate town or community description to draw on. Housing data was not provided for this entity.
The single-gender, college-prep framing is a real and distinctive characteristic. Whether that appeals to a family comes down to preference: some parents value an all-boys setting for its focus and social environment during the upper elementary and middle years, while others prefer coeducational settings. The extended year and blended learning model may appeal to families looking for more instructional time and technology-integrated teaching, though the assessment results mean those features have not yet translated into strong grade-level proficiency outcomes as measured by the state.
What we did not find is as relevant as what we did. No discipline data, no course access information, no staffing ratios, and no attendance figures were available. Without these, it is hard to say much about the day-to-day environment beyond what the publicly reported model description offers. A parent who finds the mission appealing should visit, ask to see student work, and press on the gap between the college-preparatory name and the current assessment results before making a decision.
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