The top reported proficiency rate is 19% in Science. The lowest is 10% in Social studies.
Original Research by School Decision on State Specialty Schools Ii- Atlanta Heights Charter School
State Specialty Schools II is a small charter district serving kindergarten through eighth grade in Atlanta, Fulton County. It operates a single school, Atlanta Heights Charter School, with an enrollment of roughly 750 students spread across nine grades.
The student body is predominantly Black, with a smaller multiracial population and a small Hispanic enrollment. Specific information about free-or-reduced-price lunch eligibility, students with disabilities, and English learners was not available in the data.
On state assessments administered in the most recent school year, this district's proficiency rates are markedly low across tested subjects. In English language arts, overall proficiency sits below one in five students. Math proficiency is similarly weak, tracking even lower. Science performance is marginally stronger but still represents a small share of students meeting grade-level standards. Social studies proficiency is the lowest of the four tested areas. These results do not show variation by grade level that would suggest a particular grade band is doing substantially better; rather, proficiency remains low from third grade through eighth. The district has only one year of recent data available, so trend direction cannot be assessed.
Among the county's districts, this school system ranks below the midpoint on overall proficiency across tested subjects and grades. Chronic absenteeism is reported at a rate that places the district in the bottom quartile of Fulton County's districts, which may be a significant factor in academic outcomes. Per-pupil current spending falls in the middle to upper-middle range for the county.
A parent considering this school should understand that it faces substantial academic challenges. The proficiency results reflect a student population with significant unmet learning needs in both literacy and numeracy. The chronic absenteeism rate is notably high, suggesting attendance and engagement concerns that may warrant direct conversation with school leadership about support systems and what they are doing to address attendance barriers. The school's small size and single-building structure mean there are no other schools within the district to compare or transition to within this system. Parents may want to look further into the specific academic interventions, instruction quality, and support services this school offers, as well as its trajectory on these measures over time as future data becomes available.
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