The top reported proficiency rate is 30% in Science. The lowest is 21% in Social studies.
Original Research by School Decision on Joshua Academy
Joshua Academy is a public charter school district in Evansville, Indiana, serving kindergarten through sixth grade. Because it covers only elementary and intermediate grades, there are no high school metrics such as graduation rates to report, and state testing data is available only for the grades that participate in Indiana’s ILEARN assessments.
The district is small in size. Its student body is heavily composed of Black students, who make up the large majority of enrollment, followed by a substantial share of students who identify as two or more races. White students and Hispanic students each account for a small portion of the population, and Asian students are present in very small numbers. Data on students qualifying for free or reduced-price meals, as well as special education and English learner counts, was not available, so a reader who wants to understand the school’s socioeconomic and support profile would need to follow up directly with the district.
On the ILEARN state assessments, Joshua Academy’s proficiency rates across tested subjects were relatively modest. In math, roughly one in five students scored at or above proficient. In English language arts, the rate was slightly higher, approaching a quarter of students. Science results, which come from a smaller tested cohort, were somewhat stronger, while social studies at grade five showed about a fifth of students reaching proficiency. These figures place Joshua Academy’s overall academic performance above the midpoint when compared with the handful of other Vanderburgh County districts that reported data.
Chronic absenteeism, a measure of how many students miss a significant share of school days, stood at a rate that was around the middle among the county’s districts, though the available comparison group was small. Per-pupil current spending fell in the middle range, on the upper half, relative to the same set of districts. The district brief, based on publicly available information, did not turn up any lasting parent-relevant changes in recent years; a searcher found only basic profile and charter details, so there is little public documentation of operational shifts or strategic priorities. Because the locale brief was missing, no description of the surrounding community or housing market is possible from the provided data.
For a family considering Joshua Academy, the key takeaway is that this is a small, single-school charter district focused on elementary and middle grades. The student population is predominantly Black, and academic outcomes on state tests are stronger than some neighbors but still at levels that many parents would want to explore further by talking with the school about curriculum, instructional supports, and efforts to raise proficiency. The absence of free-and-reduced-price lunch data and special population counts limits a full understanding of the student needs the school serves.
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