The top reported proficiency rate is 22% in English language arts. The lowest is 6% in Science.
Original Research by School Decision on Academia Antonia Alonso
Academia Antonia Alonso is a single-school charter district in New Castle County, Delaware, serving kindergarten through seventh grade in the data reported here. The district has one school under its umbrella, also named Academia Antonia Alonso. Publicly reported NCES data indicates the school expanded to a full K-8 configuration for the current school year, completing a planned growth path so families can keep their children enrolled through eighth grade rather than transferring elsewhere for that final year.
The student body is overwhelmingly Hispanic, making up the large majority of enrollment, with small numbers of Black, white, and multiracial students. The enrollment is sizable for an elementary-and-middle charter, with fairly even distribution across the early grades and a slight taper at the upper end. Data on free or reduced-price lunch, English learner status, and special education populations was not available, so the economic profile and share of students receiving specialized services cannot be characterized here.
State assessment results from the most recent year show proficiency rates that are low in absolute terms and sit in the bottom quartile among New Castle County's districts on a composite proficiency index. In math, roughly one in seven tested students in grades three through eight reached proficiency. In English language arts, about one in five did. Science results were quite low, with only a handful of students meeting the bar. Social studies, reported in a prior year and only at grades four and six, showed similar patterns, with a small minority demonstrating proficiency.
Looking at the trend lines tells a slightly more nuanced story. Math proficiency has climbed steadily from a very low starting point several years ago, with each year building modestly on the last. ELA rose sharply from its earliest reported year to a peak the following year, then settled into a range and has hovered there since, most recently ticking upward again. The trajectory in both subjects is gently positive, though the levels remain well below county medians.
Chronic absenteeism is a concern that a parent may want to look into further with the school. The rate sits below the midpoint among the county's districts but above the median, meaning a substantial share of students are missing enough school to warrant attention. Per-pupil spending falls in the middle to upper range relative to county peers, suggesting the district is investing at a level comparable to or above many neighboring systems.
Because the school serves only through eighth grade, there is no graduation rate to report. That gap reflects the grade band, not a missing data point. Similarly, the school does not offer the kinds of AP, dual-credit, or career pathway programs one would expect at a high school, so those measures do not apply.
The data does not include a locale brief or community context for the area where the school draws its students, so housing market details, neighborhood character, and growth context cannot be described. Program offerings beyond what the assessments capture were not provided. Information on discipline, course access, staffing, and Title I status was also absent from the available data.
What the evidence does show is a charter school with a distinct identity, serving a predominantly Hispanic student population, working through a period of grade-span expansion, and showing modest but steady academic gains from a low base. The chronic absenteeism rate and the distance between current proficiency and county medians are areas a family considering this school would want to discuss directly with school leadership. The recent addition of eighth grade gives the school a more complete middle-grade pathway, which may appeal to families looking for continuity through the transition into high school.
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