The top reported proficiency rate is 58% in English language arts. The lowest is 47% in Math.
Original Research by School Decision on Alturas International Academy Inc.
Alturas International Academy is a charter district in Idaho operating a single elementary school serving kindergarten through fifth grade. The district sits within a broader network that has grown from one K through 8 charter school into three campuses spanning the full K through 12 range. According to publicly reported information from the network, this expansion gives families access to Southeastern Idaho's only complete International Baccalaureate pathway from elementary through high school, with Alturas International Academy feeding into Alturas Preparatory Academy for grades 6 through 12. That continuity is a defining feature here. Parents choosing this school are buying into an IB philosophy that carries forward through the upper grades, not just a standalone elementary.
The academic picture from the most recent Idaho state assessments is strongest in English language arts. Proficiency climbs noticeably from third grade into fifth, with fifth-grade ELA results standing out as the highest across all reported grades and subjects. Fourth grade also shows solid ELA performance. Math results are more mixed, with third grade the softest spot, fourth grade improving, and fifth grade settling in between. Science, tested only in fifth grade, lands in a moderate range. Taken together, the data suggests the school is doing well helping students build reading and writing skills as they move through the upper elementary years, while math outcomes are steady but less distinctive. A parent with questions about the third-grade math results specifically may want to look into this further with the school.
Because the school serves only kindergarten through fifth grade, certain metrics simply do not apply. There is no graduation rate to report. State testing covers grades three through five, which is the standard tested window for elementary schools in Idaho. Kindergarten through second grade are not assessed by the state ISAT, so no results exist for those early grades. Participation rates and average scale scores were not available in the data provided.
The student body is modest in size for an elementary charter, with enrollment spread evenly across the six grade levels. The racial and ethnic composition is predominantly white, with a Hispanic or Latino presence making up the next largest group and smaller representation from several other backgrounds. Economic indicators were not reported, so there is no free or reduced-price lunch data to characterize the income profile of the community the school serves. Special population data, including students with individualized education programs and English learners, was also not available in the provided records. These gaps mean a parent would need to ask the school directly for details on how it supports students with specialized needs.
No locale brief, housing data, or community economic context was provided for this entity. The school's physical location within Idaho is listed only at the state level, with no city, county, or street address in the available records, so it is not possible to describe the surrounding neighborhood, commute patterns, or housing market from the data on hand. No comparison fact-set positioning this district among its county neighbors was available either.
What the data does make clear is a school with a clear academic identity rooted in the IB framework, solid and improving ELA outcomes as students progress through the grades, and a direct pathway into secondary IB education through its sister schools. The math results are adequate but less elevated, and several key data points that parents often weigh, including economic demographics and special population supports, are absent from the available records. Families drawn to the IB approach and wanting continuity beyond fifth grade will find the most to like here. Those who prioritize having full demographic and economic context before choosing may want to supplement what is available with direct conversations with the school.
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