The top reported proficiency rate is 71% in English language arts. The lowest is 50% in Science.
Original Research by School Decision on Vision Charter School Inc.
Vision Charter School Inc. is a single-school charter district in Idaho serving students from kindergarten through twelfth grade. The district operates one school, Vision Charter School, which carries the full K through 12 span under one roof. Enrollment is modest for a district covering that many grades, with each grade level holding a roughly similar number of students, giving the school a consistent rather than top-heavy shape across its grade bands.
State assessment results from the most recent school year are available for grades three through eight in math and English language arts, and for grades five and eight in science. No high school-level state testing data appeared in the results we reviewed, so parents looking for upper-grade proficiency figures will not find them here. The data we do have paints a mixed but generally encouraging picture, with English language arts standing out as the stronger subject across most grade levels.
In ELA, proficiency rates climb as students move through the middle grades. Fourth grade shows a strong result, and seventh and eighth grade are the standout performers, with eighth grade reaching a level that places it well above what many Idaho schools achieve. Third grade starts at a solid level, and fifth and sixth hold steady in a respectable middle range. The pattern suggests the school's literacy instruction gains traction as students advance, with the upper-middle grades being a clear strength.
Math tells a less uniform story. Fourth grade is the high point, with a strong share of students reaching proficiency. From there the picture softens: fifth and sixth grade dip to levels where roughly half of students meet the bar, and seventh and eighth recover somewhat but remain in a middling band. A parent may want to look into what drives the fourth-grade strength and whether the dip in the subsequent grades reflects a known transition in curriculum or pedagogy. The school might have context that the state data alone does not show.
Science results are available only for the two grades Idaho tests at this level, and both land near the midpoint, with about half of students demonstrating proficiency. This is a plain finding rather than a cause for alarm, but it does suggest science is an area where interested families might ask how the school approaches hands-on lab work and whether the curriculum builds toward the tested concepts in a deliberate way.
The student body is predominantly white, with a sizable Hispanic population and a small share of students identifying as two or more races. Other racial and ethnic groups represent only a handful of students. Economic disadvantage data, measured through free or reduced-price lunch eligibility, was not reported, so we cannot characterize the income profile of the enrollment. Special education and English learner populations were also missing from the data we received. These gaps mean a parent cannot assess from this source alone how the school serves students who need targeted language support or individualized education plans, and asking the school directly would be the practical next step.
No locale brief, housing data, or community economic context was provided, so we cannot describe the surrounding area, commute patterns, or cost of living. No neighbor comparison was available to position this district against others in its county. We searched for recent district-level changes that might matter to families and found no specific developments reported in the available sources, so we left that out rather than guess.
Program offerings, course access, staffing levels, discipline data, and attendance figures were all absent from the payload. Without them, a parent cannot evaluate class sizes, teacher experience, advanced course availability, or behavioral climate from this source alone. The school's website or a direct conversation with the front office would be the way to fill in those pieces.
What the data does support is a picture of a small charter district where English language arts is a genuine strength, especially in the upper-middle grades, and where math has pockets of excellence alongside some softer stretches. Families considering this school would benefit from asking how the K through 12 structure shapes the peer environment, whether students stay through graduation, and what the high school experience looks like since the state testing snapshot here covers only the elementary and middle grades.
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