The top reported proficiency rate is 55% in English language arts. The lowest is 44% in Science.
Original Research by School Decision on The Academy Inc.
The Academy Inc. is a K-8 district in Idaho operating two schools, Connor Academy and Alpine Academy. The district brief references Chubbuck, Idaho, though no locale brief or community context was available to describe the surrounding area in detail. Enrollment sits at a moderate level for a kindergarten-through-eighth operation, with each grade carrying a comparable share of students across the span.
State assessment results from the most recent ISAT cycle are available for grades three through eight. In English language arts, the district shows a consistent pattern across grades, with a majority of students reaching proficiency in each tested grade. The strongest results appear in the upper elementary and middle grades, where proficiency rates sit solidly in the upper range. Third and fourth grade also perform well, landing just above the middle. This is a strong ELA showing, particularly because the consistency from grade to grade avoids the drop-off that some elementary-to-middle transitions produce.
Math tells a different story. Third and fourth grade post healthy proficiency rates, with the majority of tested students clearing the bar. Performance dips beginning in fifth grade and stays lower through eighth. The middle-grade math results are the district's weakest area, with fewer than half of students reaching proficiency in most of those grades. A parent considering this district for a middle-grade student may want to ask the school what supports or curriculum adjustments are in place for math instruction in those years.
Science is tested only in fifth and eighth grade in Idaho. Results land in the lower-middle range, with fewer than half of tested students proficient at both grade levels. This is a softer area, though science proficiency at these grade levels is often modest across many districts.
The student body is predominantly white, with a Hispanic enrollment representing a meaningful minority. Other racial and ethnic groups each account for very small shares. Several pieces of demographic and operational information were not available in the provided data. Free-or-reduced-price lunch counts were missing, as were special education and English learner rates. Title I status, governance details such as charter or magnet designation, and staffing figures were also absent. The district brief turned up no parent-relevant changes from recent meetings or decisions.
No graduation rate applies here because the district serves only kindergarten through eighth grade, and the state does not report one for this grade span. No high school programs, advanced coursework, or career pathway data were included. Housing values, rents, and community economic context were not provided, so we cannot characterize the housing market or growth pressures families might face. No neighbor comparison set was available to position the district against surrounding districts.
What the data does show is a K-8 district with steady ELA performance across all tested grades, a clear slide in math as students move into upper elementary and middle school, and science results that are modest. The two-school structure means families are looking at a relatively small district. The absence of free-or-reduced-price lunch, special education, and English learner data limits the picture of who the district serves and what supports are in place, so families with questions about those areas would need to go directly to the school for current information.
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