The reported proficiency rate for Math is 7%.
Original Research by School Decision on Capital Village Pcs
Capital Village PCS is a small public charter school in the District of Columbia serving grades five through eight. It opened in 2020 originally as a sixth-through-eighth-grade school and has since added fifth grade, giving families an earlier entry point into its program. The school describes itself as project-based with deliberately small grade-level cohorts. The entire enrollment is modest even for a single middle-grades school, which shapes both the peer environment and the way academic results should be read. Small cohorts mean that a handful of students moving in or out of proficiency can shift the picture substantially from year to year.
The student body is predominantly Black, with a smaller Hispanic population and a very small share of students identified as two or more races. Data on free or reduced-price lunch was not available, so the economic profile of the families served cannot be characterized here. Information on students with individualized education programs and English learners was also missing from the data we received. A parent may want to ask the school directly about how it serves students with disabilities and multilingual learners, since that picture is not visible in the available records.
On the most recent DC assessments, proficiency in both math and English language arts was very low across grades six, seven, and eight. In math, the share of students scoring proficient or above sat in the lowest reported band at every grade level tested. In English language arts, the same pattern held, with proficiency in the lowest reported range across all three tested grades. The number of students reaching proficiency was small in absolute terms, consistent with the school's small enrollment. Average scale scores were not reported, and participation rates for the current-year assessments were not available, so it is not possible to tell from this data whether testing participation was complete. Science results from an earlier year were largely suppressed or fell into the lowest reported range, with participation reported as high for one grade. No multi-year trend data was available, so there is no way to assess whether these results represent a starting point for a young school or a persistent pattern. This is a school still in its early years, and a parent weighing it would want to understand from the school directly what its academic growth plan looks like and how it is responding to these results.
Because Capital Village serves only middle grades, there is no graduation rate, and that metric does not apply here. No advanced coursework, dual-credit, or career-pathway offerings were listed in the data provided. Program offerings beyond the project-based model described on the school's website were not available in our records. Staffing ratios, discipline data, attendance figures, and civil-rights reporting were absent as well. Housing and community context for the surrounding area were not provided, which limits what can be said about the neighborhood or the housing market a family would be entering.
What the available data does show is a very small, early-stage charter school with an intentionally small structure, a predominantly Black student body, and current assessment results that are weak by any standard measure. The school's project-based approach and small cohorts may appeal to families looking for a close-knit middle-grades environment, but the academic outcomes as reported are low, and the absence of growth-trend data makes it hard to know the direction of travel. A family considering Capital Village would benefit from asking the school how it plans to move students toward proficiency, what supports are in place for struggling learners, and how the small-cohort model translates into individual academic attention. The gaps in the publicly available data are wide enough that direct conversation with the school is the best next step for any interested parent.
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