The top reported proficiency rate is 58% in Math. The lowest is 47% in English language arts.
Original Research by School Decision on Project Impact Stem Academy Inc.
Project Impact STEM Academy is a single-school charter district in Idaho serving kindergarten through twelfth grade. The most consequential fact for any parent reading this is that the school's board has voted to close the school effective May 2026, as publicly reported on the school's own website. This is the only school in the district, so that closure eliminates the entire entity. Families considering enrollment, or a move tied to enrollment, should treat the closure as the deciding factor. Everything else described here is a picture of a school that is winding down rather than one a family can plan around for the long term.
The enrollment is small, with roughly two dozen students per grade in the elementary years and noticeably thinner classes in the upper grades, especially eleventh and twelfth where only a handful of students remain. The student body is predominantly white, with a small Hispanic presence and minimal representation from other racial or ethnic groups. Free-or-reduced-price lunch data was not available, so we cannot characterize the economic mix of the families served. English learner and special education enrollment figures were also missing from the data provided, so those population sizes are unknown.
On state assessments, the picture is mixed and, in several grades, incomplete. Math results from the most recent year show strong proficiency in third and fourth grade, where most tested students met or exceeded the state bar. By eighth grade, math proficiency dropped sharply, with only about a third of tested students reaching proficiency. Several grade levels had results suppressed or reported only as a range rather than a precise figure, which is common when the number of tested students is small. Sixth grade math was reported as a range topping out below a clear proficiency threshold, and fifth and seventh grade math results were not reported at all.
English language arts follows a similar pattern. Third grade showed moderate proficiency, with a majority of tested students proficient. Sixth grade dropped to about a third proficient. Fourth, fifth, seventh, and eighth grade ELA results were either suppressed, reported only as a range, or missing entirely. Science results for the tested grades, fifth and eighth, were likewise suppressed or reported only as a range. Average scale scores were not available for any grade or subject, and participation rates were missing across the board.
The broad read of the available assessment data is that younger students at this school performed reasonably well on state tests, while results weakened as students moved into the middle grades. Whether that reflects a curriculum gap, small-sample volatility, or something else, the data alone cannot say. A parent would want to ask the school directly about how instruction changes from elementary into middle grades. Given the planned closure, that conversation may be academic in the literal sense.
No locale brief, community economic context, housing data, or neighbor comparison was provided for this district, so there is no basis here to describe the surrounding town, housing market, or how this district sits relative to its neighbors. No information on program offerings, course access, staffing, discipline, attendance, or civil rights outcomes was available either. The school operates as a STEM-focused charter, which is apparent from its name, but the data does not include a description of specific STEM programs, dual-credit pathways, career technical offerings, or other curricular details that would let a parent evaluate the academic program beyond the test results.
The closure decision overshadows everything else in this profile. A family looking for a small, STEM-themed charter option in Idaho might have found Project Impact appealing on those grounds alone, and the early-grade test results suggest younger students were getting a solid foundation. But with the board's vote to shut the school down in 2026, the practical question for any parent is no longer whether this is a good fit. It is where their child will go next.
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