The top reported proficiency rate is 36% in English language arts. The lowest is 8% in Science.
Original Research by School Decision on Charter School of New Castle
The Charter School of New Castle is a K-through-8 charter district in New Castle County, Delaware, operating a single school under the same name. It functions as both its own local education agency and its own school, which is a common structure for Delaware charters. The student body is predominantly Black, with small Hispanic and multiracial populations and a very small white enrollment. Demographic detail beyond race and ethnicity is limited: free-or-reduced-price lunch counts, individualized education program rates, and English learner rates were not reported in the available data.
The academic picture is mixed but shows real momentum. On Delaware's Smarter Balanced assessment, ELA proficiency has risen steadily over the past several years, reaching its highest level in the most recent year. Math proficiency has followed a similar arc, climbing from a low base several years back to a level that is now meaningfully higher. Both subjects posted their strongest results in the most recent testing cycle. Science proficiency, assessed through the Delaware System of Student Assessment, is considerably lower, with only a small share of tested students reaching proficiency. Social studies results, reported by grade, vary widely: the middle grades show a stronger performance, while the upper elementary and eighth-grade bands are lower.
Measured against the comparison set of New Castle County's districts, the school's overall proficiency index sits below the county midpoint. That positioning reflects the combined effect of rising math and ELA results offset by very low science performance. One area where the school compares favorably is chronic absenteeism: its rate is below the county median, meaning students are showing up at higher rates than at many neighboring districts. Per-pupil current spending falls in the middle range of county districts, in the lower half, so the school is not operating at a spending extremes relative to its peers.
Because the school serves only kindergarten through eighth grade, there is no graduation rate to report. This is a structural absence, not a missing metric: the grade band does not include high school, so the four-year graduation measure does not apply. Participation rates for the most recent math, ELA, and science assessments were not available in the data provided. Social studies participation, by contrast, was reported at full participation across the tested grades.
The district brief search found baseline profile and enrollment information but no specific parent-relevant changes in the recent period. No facility expansions, curriculum overhauls, governance shifts, or budget referenda were confirmed in available sources. A locale brief and community economic context were not provided, so there is no housing-market or residential detail to draw on here. Program offerings, course access, staffing ratios, discipline data, and Title I status were also absent from the available payload.
What the data does show is a school with a clear upward trend in core academic subjects, an attendance record that outpaces many of its county peers, and a spending level in the mainstream of the county. The science results are a soft spot, and a parent may want to look into how the school approaches science instruction across the grade span. The absence of FRPL, IEP, and English learner data also means families whose children receive those services will want to ask the school directly about support structures and service models. The steady improvement in math and ELA over multiple years is the strongest signal in this profile, suggesting the school's academic work in those subjects is moving in a direction parents can feel some confidence about.
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