The top reported proficiency rate is 67% in English language arts. The lowest is 57% in Science.
Original Research by School Decision on The Sage International School of Boise a Public Charter Sch
Sage International School of Boise is a single-school public charter district serving kindergarten through twelfth grade in Boise, Idaho. The name signals its academic identity: publicly reported information references International Baccalaureate programming, and the school's structure spans the full K-through-12 range under one charter authorization. For a family considering this option, the school offers a continuous pathway from early elementary through high school, which is relatively unusual among Idaho charters and something parents may value if they want a stable school community across grade transitions.
The enrollment is moderate for a single charter campus, with relatively balanced grade cohorts in the elementary years that grow somewhat through middle school. The high school grades narrow considerably, with the smallest cohort at the senior level. This pattern suggests some attrition in the upper grades, which is common in charter settings as families reassess fit or students pursue other options. A parent might want to ask the school about retention from middle to high school and what drives the smaller upper-grade cohorts.
Demographically, the student body is predominantly white, with smaller Hispanic, Asian, and multiracial populations, and very few students identifying as Black, Native American or Alaska Native, or Native Hawaiian or Pacific Islander. Whether this composition fits a family depends on what peer environment they are looking for. The school does not report free-or-reduced-price lunch data, nor does it provide information on students with individualized education programs or English learners. These are gaps a parent would want to fill directly with the school, particularly if any of those supports are relevant to their child.
On state assessments, the most recent Idaho ISAT results show a generally solid academic picture in the tested elementary and middle grades. In English language arts, proficiency is strong across grades three through eight, with the highest marks in grades four, seven, and eight. The ELA results are consistently above what Idaho typically posts statewide, and the school's reading and writing preparation appears to be a clear strength. Math results are more mixed: grades three and four perform well, but proficiency dips in grades five and six before recovering in seventh and eighth grade. The grade-six math result is the weakest in the set, and a parent whose child is approaching that transition may want to look into how the school supports students at that juncture. Science was tested only in grade five, where the school posted a moderate proficiency rate. Grade-eight science results were suppressed in the data, so no reading is available there.
State testing data for the high school grades was not included in what we received. Idaho typically assesses students in high school, so a parent would want to ask the school for those results directly. No graduation rate was provided either, which is another gap a family should fill before making a decision about the upper grades. The absence of these figures here should not be read as a weakness in the school; it may reflect how the data was reported or categorized for this charter district, but the information is worth pursuing.
We looked for the district's recent parent-relevant changes and found little that met a threshold of confirmed lasting impact. Publicly reported material referenced the school's IB programs and current enrollment but did not surface specific operational or programmatic changes. No locale brief, housing data, community economic context, staffing information, discipline data, attendance data, or course-access details were available, so those dimensions are left out rather than guessed.
What the available data does show is a charter school with meaningful ELA strength across the elementary and middle grades, a math program that performs well early and late but has a softer middle stretch, and a full K-through-12 structure that could appeal to families wanting continuity. The international and IB framing is part of the school's identity, and a family drawn to that approach should pair it with direct questions about high school outcomes, graduation rates, and student support services, none of which the current data set provides.
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