The top reported proficiency rate is 67% in English language arts. The lowest is 46% in Math.
Original Research by School Decision on Windham Academy Public Charter School
Windham Academy Public Charter School is a kindergarten through eighth-grade public charter school in New Hampshire, structured as its own single-school district. Publicly reported information describes it as a STEM-focused charter with a project-based learning approach and non-Common Core standards. The enrollment is small for a K-8 entity, with most grades carrying roughly two classrooms worth of students, though the upper grades taper off considerably. Grade eight currently shows no enrolled students in the profile data, even though eighth-grade assessment results were reported for the most recent testing cycle, which may reflect a phasing-out of the upper grade or a timing difference between enrollment and testing records. A parent considering the middle grades may want to look into this further with the school.
The student body is predominantly white, with small representation from Asian, Hispanic, and multiracial students. Free-or-reduced-price lunch counts were not available in the data we received, so we cannot characterize the economic mix of the families served. IEP and English-learner figures were also missing. These gaps mean the picture of student support needs is incomplete from the available data.
On New Hampshire's state assessments, the school shows a clear split between reading and math. English language arts is the stronger subject across the board. Proficiency in ELA starts above the midpoint in third grade and generally rises through the upper grades, with fifth and eighth grade reaching the highest levels. The overall ELA proficiency rate sits well above the state midpoint. Reading instruction and literacy outcomes appear to be a genuine strength here.
Math tells a different story. Third and fourth grade post moderate proficiency, in line with or modestly above what you might expect. From fifth grade onward, math proficiency drops and stays lower through eighth grade, with seventh grade being the weakest. The overall math proficiency rate falls below the state midpoint. This pattern, where literacy outpaces mathematics as students move into the upper elementary and middle grades, is something families with children entering fifth grade or above may want to discuss with the school, particularly given its stated STEM focus. Science results, available only for fifth and eighth grade, sit in a middling range.
No multi-year trend data was available, so we cannot say whether these results represent improvement, decline, or stability over time. The school has only one year of reported assessment data in the set we reviewed.
Because this is a K-8 entity, there is no graduation rate, no AP or dual-credit coursework, and no high school pathway data. Those measures do not apply to this grade band. We looked for program offerings, course access, staffing ratios, discipline data, and attendance data, and none was available beyond the publicly reported description of the school's STEM and project-based orientation. The absence of these sections means we cannot speak to class sizes, arts or foreign-language offerings, extracurriculars, or student support staffing from the provided data.
No locale brief, housing data, or community economic context was provided for this entity, so we cannot characterize the surrounding town, housing market, or commute patterns. No comparison fact-set against neighboring districts was available either, which means we cannot position Windham Academy relative to other charter or district schools in the area. All of these gaps are noted as missing rather than guessed.
What the available data does show is a small, STEM-oriented charter school where reading outcomes are a clear strength, math outcomes in the upper grades are a soft spot, and the student body is relatively homogeneous. Families drawn to a project-based, non-Common Core approach in a small setting may find the literacy results encouraging. Those with an eye on mathematics in grades five and above should ask the school directly about its math curriculum and support structures, given the gap between the school's STEM identity and the current upper-grade math results.
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