The top reported proficiency rate is 41% in English language arts. The lowest is 34% in Math.
Original Research by School Decision on Idaho Science and Technology Charter School Inc.
Idaho Science and Technology Charter School is a single-school charter district serving kindergarten through ninth grade in Blackfoot. The district brief turned up only basic directory and fiscal information, with no recent parent-relevant changes on record. The name signals a STEM-oriented mission, though the data we received does not include program details, course catalogs, or staffing information that would let us describe the specific academic pathway in depth. What we can speak to is the state assessment picture, the student body, and the structure of the school itself.
The enrollment is small for a K-through-9 entity, with roughly even grade-level cohorts across the elementary years and slightly larger groups in the upper elementary and middle grades. Ninth grade currently shows no enrolled students, which means the school in practice operates as a K-through-8 program at present. The student body is predominantly white, with a Hispanic population that represents a meaningful share of enrollment. A small number of students identify as American Indian or Alaska Native, and a few come from other racial or ethnic backgrounds. We looked for free-or-reduced-price-lunch data, special-education counts, and English-learner figures, but none were reported in the data we received. Without these, it is hard to characterize the level of economic need or the breadth of specialized support services from the available information alone.
On Idaho's ISAT, the academic results follow a consistent and encouraging pattern across both math and English language arts. Proficiency in the lower elementary grades tends to run below where many families would hope to see it, with math results in the third through fifth grades reflecting that a minority of tested students meet or exceed state benchmarks. English language arts in those same grades sits in a similar range. What stands out is the trajectory as students move into the upper grades. Math proficiency rises steadily through sixth and seventh grade, and by eighth grade a majority of tested students reach proficiency. English language arts follows a comparable arc, with seventh grade showing nearly half of tested students proficient. A parent reading this pattern might ask the school what happens between the early and later grades that corresponds to this growth, whether it reflects curriculum design, instructional focus, student retention patterns, or simply the cumulative effect of the school's approach. The trend data we received did not allow a reliable year-over-year comparison, so we cannot say whether these results represent improvement over time or a stable grade-by-grade pattern.
A few assessment cells were suppressed, likely because the number of tested students in those grade-level subgroups was small enough that the state masked the results to protect privacy. This is common for charter schools of this size and does not by itself indicate a problem. Science results for fifth and eighth grades fell into this suppressed category, so we cannot characterize science performance from the available data.
Because the school serves through ninth grade at most and currently has no ninth graders enrolled, there is no graduation rate to report. This is a structural feature of the grade band, not a gap in the school's performance. Families considering this school for a long-term pathway should know that students will need to transition to another school for the full high school experience and diploma.
Several categories of information that would help a parent form a fuller picture were absent from the data we received. There is no locale brief or community context, so we cannot speak to housing costs, neighborhood character, or local economic conditions. No Title I status, discipline data, attendance figures, or course-access information was provided. The district brief noted only that this is a single-school charter operation in Blackfoot and found no evidence of recent changes with lasting impact on families.
What the available data does suggest is a small charter school where academic results strengthen as students progress through the grades, with the strongest outcomes appearing in the upper middle grades. A family whose priorities include a STEM-themed environment and a smaller peer group may find this worth exploring further, and would want to ask the school directly about the program specifics, support services, and high school transition planning that the current data does not capture.
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