The top reported proficiency rate is 16% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Elevate Academy Inc.
ELEVATE ACADEMY INC. is a single-school district in Idaho serving grades six through twelve. Publicly reported information describes it as a career and technical education charter school geared toward students who have struggled in traditional settings, which gives it a distinct identity compared with a conventional secondary school. The enrollment sits in the mid-hundreds, spread fairly evenly across the grade bands, which means class sizes at each level are small and students move through a compact school environment where peers are familiar across grades.
The student body is predominantly Hispanic, with a White minority and trace representation from other racial groups. Free-or-reduced-price lunch figures were not available in the data we received, and rates for students with individualized education programs and English learners were also missing. A parent evaluating fit may want to ask the school directly about these figures, since the stated mission of serving at-risk students suggests economic and linguistic need is likely central to the population.
Academic results on the Idaho Standards Achievement Test are uniformly low across every grade and subject reported. In math, sixth graders fell into a reported proficiency range whose upper bound is well below what most Idaho districts post, and seventh and eighth grade results were similarly modest. English language arts followed the same pattern, with each grade landing in the lower portion of statewide results. Eighth grade science was also reported in a low range. Several grade levels carried a reported range rather than a single proficiency figure, a reporting approach that often reflects small tested groups and privacy safeguards rather than a different kind of result. Because the school serves students who have faced academic difficulty elsewhere, these numbers are a fact about where the student body currently stands rather than a verdict on whether the model is working. A parent whose child needs a fresh start may find that the CTE focus and at-risk orientation matter more to their situation than a proficiency rate, and asking the school how it measures growth for students arriving below grade level would be a reasonable next step.
We looked for trend data to see whether proficiency has been moving in any direction, but the multi-year series was limited to a single year of distinct points and did not produce a clean comparison. Average scale scores were not reported for any grade or subject. Participation rates were also missing across the board.
The district brief returned only basic directory and charter information. It confirmed the CTE orientation and the at-risk focus but found no referendums, property tax shifts, curriculum overhauls, or other parent-relevant changes with lasting impact. Beyond that, large sections of the payload were absent. There is no locale brief describing the surrounding community or housing market, no community or economic context, no civil-rights or discipline data, no course-access or staffing detail, no attendance information, no graduation rate, and no program listings such as dual-credit or career pathway specifics. We also found no neighbor comparison fact-set to position this district against others in its county. We left all of these out rather than guess.
What the data does support is a clear picture of a small, specialized charter secondary school with a career and technical mission and a student body drawn largely from groups that traditional schools have underserved. Its state testing results are low, which is consistent with the population it recruits, and its value proposition for a family would rest on the alternative pathway it offers rather than conventional academic benchmarks. Families considering Elevate Academy would benefit from asking the school directly about graduation outcomes, CTE certification opportunities, post-secondary placement, and the support structures in place for students reading below grade level, since none of that detail appeared in the available data.
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