The top reported proficiency rate is 61% in Math. The lowest is 53% in English language arts.
Original Research by School Decision on Taylor's Crossing Public Charter School Inc.
Taylor's Crossing Public Charter School is a single-school charter district in Idaho serving students from pre-kindergarten through twelfth grade. The school operates as its own district, with one campus listed in state records. It is a small school, with roughly thirty students per grade in the elementary years and thinner cohorts in the upper high school grades. The student body is predominantly white, with a small Hispanic presence and trace representation from other racial and ethnic groups. Free-or-reduced-price lunch data was not reported, and figures for special education and English learner populations were not available, so the picture of economic disadvantage and specialized populations is incomplete from what we have.
On state math assessments, Taylor's Crossing shows a clear and consistent pattern across the grade levels tested. Proficiency is strong in the early grades, with most third and fourth graders meeting or exceeding state standards, and it remains solid through fifth and sixth grade. The results soften in seventh grade and drop notably by eighth grade, where fewer than half of tested students reach proficiency. This downward slide through the middle grades is the clearest soft spot in the academic record. A parent considering the school for a middle schooler may want to look into this further with the school, asking what supports or curricular shifts are in place as students move into the upper grades.
English language arts results are harder to read. Third grade proficiency was reported and sits at a moderate level. Results for fourth through eighth grade were suppressed, likely because the number of tested students in each grade falls below state reporting thresholds for disclosure. Science results for fifth and eighth grade were also suppressed. This suppression is a common consequence of small grade-level cohorts and does not by itself indicate weak performance. It does mean that a parent relying on publicly reported test data will have limited visibility into reading and science outcomes beyond third grade.
No nationally standardized academic context, graduation rate, civil-rights data, or program offerings were provided for this entity. Housing, commute, and community economic data were also absent from the materials we received. The district brief search found no parent-relevant changes or recent initiatives that cleared a lasting-impact threshold, so there is little to report on strategic direction or recent shifts. A comparison fact-set positioning Taylor's Crossing against neighboring Idaho districts was not available.
What the data does convey is a small, self-contained charter school with a continuous pre-K-through-twelve pathway under one roof. The math results in the elementary grades are a genuine strength. The middle-grade decline in math is the area that most warrants a parent's attention. Beyond that, the small cohort sizes that give the school its intimate character also limit how much state assessment data can be publicly reported grade by grade, particularly in ELA and science. Families weighing this school would benefit from asking the administration directly about reading and science outcomes, middle-grade math supports, high school course offerings, and college or career pathways, since those pieces do not appear in the available data.
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