The top reported proficiency rate is 12% in Science. The lowest is 9% in English language arts.
Original Research by School Decision on Baystate Academy Charter Public School (district)
Baystate Academy Charter Public School is a single-site charter district in Hampden County, Massachusetts, enrolling students in grades six through twelve. The district comprises one school, and its enrollment is moderate for a secondary-grade charter. The student body is predominantly Hispanic, with a substantial share of Black students and small numbers of White, Asian, and multiracial students. The district does not report the share of students who qualify for free or reduced-price lunch, nor does it provide data on special education or English learner populations, so a parent may want to ask the school directly about those supports.
State testing results are available for grades six through eight—the grades that participate in the Massachusetts Next-Generation MCAS assessments for math, English language arts, and science, as well as grade eight social studies. Across these tested subjects, the share of students scoring proficient or above is small. In math and ELA, about one in eleven or twelve students reached that bar. In science and social studies, roughly one in nine did. These proficiency rates place the district’s overall academic performance in the bottom quarter of Hampden County’s districts.
Chronic absenteeism is reported at a rate that is above the midpoint among the county’s districts—meaning a larger-than-typical share of students miss a significant number of school days. That figure is worth looking into further with the school, as high absenteeism can affect academic momentum and peer environment.
The district does not report a four-year graduation rate in this data, which is an important missing piece for a school serving through grade twelve. A parent should ask the school for its graduation outcomes directly.
Per-pupil current spending is in the upper range compared with other county districts, reflecting the operational costs of a small charter school. No information was available about course access, disciplinary practices, staffing ratios, or program offerings such as Advanced Placement, career pathways, or dual enrollment. The data set did not include a locale brief describing the community, nor were any recent district-wide changes publicly reported that met the threshold for inclusion.
For a family considering this school, the picture is one of a small, mostly Hispanic and Black charter serving middle and high school grades in a county where overall district proficiency varies widely. Academic proficiency on state tests is low relative to peers, and chronic absenteeism is a known concern. Without graduation rate data and program details, a full assessment of the school’s secondary outcomes and academic pathways is incomplete. The spending level suggests the school is investing meaningfully per student, but what that spending translates into—in terms of supports, electives, or college preparation—is not clear from this information. Families would want to visit the school, review its curriculum and student outcomes, and ask about its postsecondary track record.
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