The top reported proficiency rate is 51% in English language arts. The lowest is 47% in Math.
Original Research by School Decision on Anser of Idaho Inc.
ANSER of Idaho is a single-school charter district operating in Garden City, Idaho, serving students from prekindergarten through eighth grade. The district comprises one school, Anser Charter School, which is currently open and active. Because the district stops at eighth grade, there is no graduation rate, no high school course catalog, and no college-readiness data to review; those gaps reflect the grade band, not a missing report.
The enrollment is moderate for a charter school serving this grade range, with students distributed fairly evenly across kindergarten through eighth grade. The student body is predominantly white, with a Hispanic or Latino population that represents the next largest group, and a smaller share of students identifying as two or more races. Other racial and ethnic groups are present in very small numbers. Information on free or reduced-price lunch eligibility, special education enrollment, and English learner status was not available in the data provided, so it is not possible to characterize the district's socioeconomic profile or the share of students receiving specialized services from these figures alone. A parent interested in how the school supports economically disadvantaged students, students with disabilities, or multilingual learners would need to ask the school directly for that information.
On Idaho's state assessment, the ISAT, results from the most recent school year paint a mixed picture. In English language arts, the grade levels with reported proficiency rates landed in a middle range, with fourth grade the strongest showing and third and fifth grades close behind. For several other grades, proficiency was reported only as a broad range rather than a single figure, which is common when student counts per grade are small enough that the state suppresses precise results to protect privacy. The suppressed ranges for ELA in sixth, seventh, and eighth grades span wide, making it difficult to draw firm conclusions about upper-grade literacy performance from the data alone.
Math results followed a similar pattern. Fourth grade proficiency was solidly in the middle range, while fifth and seventh grades were lower. Third, sixth, and eighth grade math results were reported as ranges rather than point estimates, again likely reflecting small testing populations per grade. Science was tested only in fifth and eighth grades, and both were reported as ranges, so a clear read on science proficiency is not available from these data.
Across both subjects, the grade-by-grade results suggest that performance is uneven rather than consistently strong or weak. The available point estimates hover around the middle of the proficiency spectrum, with some grades above and some below what a parent might hope to see. Because several grades are suppressed, and because average scale scores and participation rates were not reported, the assessment data gives only a partial view. A parent evaluating academic outcomes would benefit from asking the school for trend information and any internal benchmark data that might fill in the gaps the state report leaves open.
No community or economic context was provided for Garden City, and no locale classification, housing data, or staffing information was available in the payload. The district brief search turned up only static descriptive information about enrollment, location, and finances, with no recent changes identified that would clear the bar for parent relevance. Program offerings, discipline data, course access details, and attendance information were also absent. This leaves a thin record for anyone trying to understand the school's culture, classroom approach, or extracurricular life from public data alone.
What the available information does establish is that Anser is a small, single-site charter operation in Garden City serving a prekindergarten through eighth grade population that is mostly white with some racial and ethnic diversity. State testing results are middling and uneven across grades, with enough suppression in the upper grades to limit clear judgment. Families considering Anser would do well to visit, ask about instructional approach, and request any internal performance or program data the school can share, since the publicly available record leaves many questions open.
See more original research from School Decision →