The reported proficiency rate for Math is 41%.
Original Research by School Decision on Sandpoint Charter School Inc.
Sandpoint Charter School Inc. is a single-school charter district in Idaho, operating Forrest M. Bird Charter School for grades six through twelve. The enrollment is small, with a grade distribution that thins as students approach graduation. The student body is predominantly white, with a smaller Hispanic presence and a handful of students identifying as two or more races or from other backgrounds. Beyond racial and ethnic composition, the data available here is limited. Free-or-reduced-price lunch counts were not reported, and the district did not provide figures for special education or English learner populations. A parent evaluating fit on those dimensions would want to ask the school directly.
On state assessments, the most recent Idaho ISAT results in mathematics are available across the three middle-grade cohorts tested. Proficiency landed at a middling level in each grade, with roughly four in ten students meeting or exceeding the proficiency bar in sixth, seventh, and eighth grade. The consistency across those three grades suggests a stable if modest performance pattern rather than a spike or dip in any single year. These results come from small tested cohorts, which means year-to-year shifts can look large even when only a few students change categories.
English language arts results for the same grades, along with the eighth-grade science assessment, were suppressed in the state data. Suppression at this scale typically reflects small group sizes, where reporting a precise figure could identify individual students. The state released only broad ranges for those measures, which are too wide to support a confident read. A parent looking for a clearer picture of reading and writing outcomes, or science performance, would need to go to the school for grade-level detail the public report does not show.
The multi-year trend data the state released for ELA across all grades appears internally inconsistent, with data points that do not line up in a way that supports a reliable interpretation. Rather than offer a reading from numbers that seem to conflict, the honest characterization is that trend data for this district is not dependable in the form provided. Math trend data was not available at all.
No graduation rate was reported in the data provided. Because this district serves through twelfth grade, a graduation rate would ordinarily be an expected measure, and its absence here is a gap a parent should ask about. The district brief searched for recent parent-relevant changes, such as curriculum updates, property tax shifts, or governance moves, and found none publicly reported beyond baseline fiscal and demographic information.
Housing values, rental costs, and community economic context were not available in the payload, so there is no basis to describe the local housing market or affordability picture. Locale classification was also absent. The district is identified as based in Idaho with no city specified in the data fields, though the school's name and the district brief reference Sandpoint, a town in North Idaho. Without a locale brief or community context, this account cannot speak to the surrounding area in any grounded way.
Program offerings, course access details, staffing ratios, attendance figures, discipline data, and civil-rights reporting were all absent from the data provided. These are areas where a charter school of this size may have distinctive approaches, but nothing in the available information supports a description. Title I status was not reported. Charter and magnet status fields were blank, though the district name and school name both indicate charter operation.
What the data does support is a narrow picture. Sandpoint Charter School Inc. is a small, secondary-grade charter district with a predominantly white student body and middling math proficiency across its tested middle grades. The rest of the academic profile, graduation outcomes, program offerings, and community context are either suppressed, missing, or not reported. A family considering this school would be working from a thin public data set and should plan to fill the gaps in conversation with the school itself.
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