The top reported proficiency rate is 21% in English language arts. The lowest is 10% in Math.
Original Research by School Decision on Springfield International Charter (district)
Springfield International Charter (District) is a single-school charter district serving kindergarten through twelfth grade in Hampden County. Because it is a district of one, everything that applies to the school applies to the district. The school is located in Springfield, and the district’s governance structure differs from that of traditional public school districts; it operates under a charter granted by the state.
The student body is diverse. Hispanic students make up about half of the enrollment, Black students account for roughly a quarter, and the remainder is divided among White students, students who identify as two or more races, and Asian students. A small number of American Indian or Alaska Native students are also enrolled. The district does not report a free-or-reduced-price lunch rate or an English learner count, so a family seeking to understand the economic or language support profile would need to ask the school directly. The school enrolls a sizable number of students across all grade levels from kindergarten through twelfth grade, with a small number of ungraded students as well.
State assessment results for students in grades three through eight show low proficiency rates in math, English language arts, and science relative to state averages. In math and ELA, roughly one in ten and one in five students scored at the proficient level or above, respectively. Science proficiency was similar to ELA. At the eighth-grade level, social studies proficiency was lower. When compared with other districts in Hampden County, the overall proficiency index across tested subjects and grades falls in the bottom quartile. Chronic absenteeism is high, also in the bottom quartile among county districts, which means a substantial share of students miss enough school days that the pattern becomes a risk factor for academic progress. A parent may want to ask what the school is doing to address attendance and whether its academic intervention programs match their child’s needs. Participation rates on the state tests were high, indicating that nearly all enrolled students took the assessments.
The district’s per-pupil current spending is in the lower range among Hampden County’s districts. Without a comparison of what that spending buys in staff, programs, or facilities, it is hard to judge the classroom experience from spending alone. The district does not report data on staffing ratios, course access, discipline, or attendance beyond chronic absenteeism, so several dimensions of day-to-day school life are not visible in the available records.
A search for recent district changes, such as curriculum shifts, referendums, or governance developments, did not turn up any items that meet the threshold for lasting impact. That means there is no publicly reported major change to report. The district’s strategic priorities or recent initiatives are not on the record in a way that was captured.
For a family evaluating this school, the core picture is of a charter district with a diverse student population, low test scores across all tested subjects, and high chronic absenteeism. The single-school structure means the K-12 experience is contained in one building or campus, which can appeal to families wanting continuity through all grades. The lack of reported data on special education and English learner populations means those families would need to contact the school to understand what support is available. The academic numbers suggest that a student who is already performing at or above grade level may not find many peers at the same level, while a student who needs extra support may find the school’s resources stretched. The best use of this information is as a starting point for a visit and a conversation with the principal or a current parent.
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