The top reported proficiency rate is 55% in Math. The lowest is 24% in Science.
Original Research by School Decision on Phoenix Academy Charter School
Phoenix Academy Charter School serves kindergarten through eighth grade as a single-school charter district in Chisago County, Minnesota. With a modest enrollment, the school is predominantly white, with smaller shares of Hispanic and Black students. Data on the share of students qualifying for free or reduced-price lunch was not reported, and information on students with disabilities and English learners was also absent from the available records.
State testing results show a mixed picture. In math, proficiency rates for the grades that could be reported ranged from roughly half of students in one grade to above seven in ten in another, though performance in a later elementary grade dipped below half. In reading, proficiency ran from about two in five to just over half of students across the same grades, with the same later grade showing a stronger result. In science, only one grade was tested, and about one in four students met the proficiency bar. One grade’s results in both math and reading were suppressed due to a small number of test-takers. Compared with other districts in Chisago County, the school’s overall proficiency index sits above the midpoint, indicating that when all tested subjects and grades are combined, its students perform a bit better than the middle of the pack among local districts.
The school’s chronic absenteeism rate falls below the midpoint among county districts, meaning a somewhat smaller share of students are missing substantial amounts of school compared with the typical district in the county, though the rate is still high enough that a parent may want to discuss attendance patterns with the school. Per-pupil spending is on the lower side among county districts, sitting in the lower half of the middle range.
The grade band stops at eighth grade. There is no high school, so there is no graduation rate to report, and no data on advanced coursework, career pathways, or dual enrollment because those programs typically apply to high school grades.
The district brief found little publicly reported material on recent changes or strategic priorities at this small charter school. A parent looking for more detail on the school’s philosophy, curriculum, or day-to-day operations would likely need to contact the school directly. The school operates as its own district, so there is no larger school board or town government setting policy for it in the way a traditional district does.
For a family considering this school, the key facts are that it is a small K-8 charter with a largely white student body, test scores that are a bit above the middle of the county’s range but not consistently high across all grades and subjects, and spending that is relatively lean. The lack of reported information on free lunch eligibility, special education, and English learner populations makes it harder to assess what support structures are in place, so anyone with a child who may need those services should ask the school directly. The school does not feed into its own high school, so families should plan for where their child will go after eighth grade.
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