The top reported proficiency rate is 68% in English language arts. The lowest is 51% in Math.
Original Research by School Decision on Doral Academy of Idaho Inc.
Doral Academy of Idaho is a single-school charter district serving kindergarten through eighth grade in Meridian. It opened in the fall of 2020 as an independent public charter school authorized through the Idaho Public Charter School Commission, and it operates tuition-free within the boundaries of the Meridian Joint School District. The school's stated educational model pairs arts integration with a standard academic curriculum, which families may see as a distinguishing feature compared with traditional district options in the area. Because this is a charter district with one school, the district-level data and the school-level data describe the same setting.
The enrollment is small for a K-8 charter, and the grade-level distribution tapers as students move into the upper grades. The youngest cohorts are the largest, while the eighth grade is the smallest by a wide margin. This kind of taper can reflect a few things: families transitioning to other middle-school options before eighth grade, the school still building out its upper grades after opening recently, or simply small founding cohorts moving through. The data does not specify which.
Racial and ethnic composition is predominantly white, with a sizable Hispanic or Latino share and smaller proportions of students identifying as two or more races, Black, American Indian or Alaska Native, and Asian. Several commonly reported student-population measures are absent from the available data. Free or reduced-price lunch counts, individualized education program rates, and English learner figures are all missing, so the economic and special-needs profile of the student body cannot be characterized from what was provided. A parent evaluating fit on those dimensions would need to ask the school directly.
State assessment results come from the Idaho ISAT for the most recent school year, and the picture differs by subject. In English language arts, proficiency is strong across most tested grades. The middle elementary grades stand out as particularly high, and the upper elementary through seventh grade hold at a solidly proficient level. Eighth-grade ELA dips noticeably from the rest, though the tested group in that grade is the smallest in the school, which makes a single year's result less stable as a signal.
Math results are more mixed. Third grade is strong, but proficiency drops in the middle grades, with sixth grade in particular showing a softer result. Seventh grade recovers somewhat but remains moderate. Several math grade levels and both science grade levels had their results suppressed, likely owing to small testing cell sizes, which is common for a school of this size. The suppressed results appear as ranges rather than point values, and they are wide enough that a parent would want to look into them further with the school rather than treat them as either strong or weak. No multi-year trend is available yet; the data covers a single school year, so there is no prior baseline to judge whether these results represent growth, decline, or a steady state for a school that is itself only a few years old.
Because Doral serves only through eighth grade, there is no graduation rate, no AP or dual-credit data, and no high-school-level course access to report. Those measures simply do not apply to this grade band. Locale, housing, and community economic context were not provided in the available data, so this account cannot speak to the surrounding neighborhood's housing market or commute patterns. Staffing, discipline, attendance, and civil-rights data were also absent, as were any program offerings beyond the arts-integration model described in publicly reported charter documents. No comparison set among neighboring districts was available, so the school is not positioned against its peers here.
What the data does support is a reading of a young, small charter school with an arts-focused identity, solid early-grade literacy results, mixed math outcomes in the middle grades, and a student body whose economic and special-population characteristics are not captured in the available records. Families drawn to a smaller setting with an arts integration approach and willing to engage directly with the school on the gaps in public data may find this a worthwhile option to explore.
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