Original Research by School Decision on Success Institute Charter School
Success Institute Charter School is a small K-8 charter district serving a student body that is overwhelmingly Black, with a current enrollment of about eighty-five students spread across nine grades from kindergarten through eighth. The school's racial composition reflects deep concentration, with roughly eighty-six percent of students Black, about six percent white, and roughly four percent two or more races; only a handful of students are Hispanic and none are Asian or Native American. The school serves no students identified as English learners or receiving special education services, though those numbers may reflect reporting gaps rather than the actual population. No data on free-or-reduced-price lunch eligibility was available.
State testing proficiency data was not available for this school, so no assessment comparison to county peers is possible. The school operates in Iredell County alongside six other districts; on chronic absenteeism, where data was reported, Success Institute sits in the bottom quartile among county districts, meaning a higher share of its students miss school frequently. By contrast, the school's per-pupil spending is substantially above the county median, reflecting the per-student cost structure typical of very small charter operations.
A significant change has reshaped the school's physical situation. Beginning with the 2025-2026 school year, Success Institute relocated from its longtime Rickert Street campus into a shared daytime facility at the Boys & Girls Club of Piedmont's Cochran Street building, a move publicly reported as expanding classroom space and increasing community visibility as enrollment began to grow. However, in March of 2026, the City of Statesville purchased that same Cochran Street facility, with the Boys & Girls Club relocating its own programming elsewhere. That municipal purchase introduces real uncertainty about the school's long-term occupancy and future location. For families considering this school, that instability around the host building and lease arrangement warrants direct conversation with the school about its plans and timeline.
The school's extremely small size means multigrade configurations are likely, and the lack of published course catalogs or program details makes it difficult to assess what curricular breadth or specialized offerings exist at the elementary and middle school levels. A parent may want to look into the school's academic approach, class sizes, and staffing directly, as well as clarify the facility situation and what the city purchase means for the school's staying power in its current location.
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