The top reported proficiency rate is 22% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Academy for Integrated Arts
The Academy for Integrated Arts operates as a single-school district in Jackson County, Missouri, serving students from preschool through sixth grade. With a modest enrollment, it is a small district that covers only the elementary and middle school years. The school’s name suggests an arts focus, but the data available does not describe the specific programming or curriculum tied to that identity. A parent interested in how the arts are integrated would need to ask the school directly.
The student body is predominantly composed of Black students, with a smaller share of White students, Hispanic students, students identifying as two or more races, and a very small number of American Indian or Alaska Native students. Information on students qualifying for free or reduced-price lunch, students with disabilities, and English learners was not available in the data we have. Those are important pieces of context for understanding the school’s support needs, and their absence is a gap a family may want to fill by contacting the district.
State assessment results from the Missouri Assessment Program are the main window into academic performance. In both math and English language arts, proficiency rates were low across the grades where results were reported. In third grade math, for instance, the share of students scoring proficient or above was in the single digits, and the rates were similarly low in fourth and fifth grade math. English language arts proficiency was somewhat higher but still modest, with roughly one in five students meeting the standard in grades three through five. Sixth grade results for both subjects were suppressed, likely due to small testing numbers, and science results for fifth grade were also suppressed. Overall, the district’s combined proficiency across tested subjects and grades placed it below the midpoint among Jackson County’s districts. That is a straightforward fact: on state tests, the Academy for Integrated Arts performs below the typical level for the county.
Chronic absenteeism is another area to note. The rate was above the county midpoint, meaning that a higher share of students miss a substantial number of school days compared to other districts in the area. High absenteeism is linked to lower academic outcomes, so a family may want to understand what the school is doing to address attendance challenges.
On the financial side, per-pupil current spending sits in the middle range for the county, slightly above the median. That suggests the district is not unusually underfunded relative to its neighbors.
Because this district ends at grade six, there is no high school graduation rate to consider, and no data on course access, discipline, or staffing is available. The district’s brief search turned up no recent major changes or initiatives reported publicly that would affect parents.
What this adds up to is a small, elementary-and-middle-grade district with a stated arts identity but academic results that are low relative to the county. The student population is primarily Black, and chronic absenteeism is elevated. A family considering this school would likely want to ask about the specific arts integration model, what academic supports are in place for students who are below grade level, and how the school works to improve attendance. Without more information on programs or community context, the available data gives a clear picture of where the district stands on core academic measures, and that picture is one of significant challenges.
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