The top reported proficiency rate is 35% in English language arts. The lowest is 16% in Science.
Original Research by School Decision on Principle Academy Charter School
Principle Academy Charter School operates as a charter district in New Jersey, serving kindergarten through grade six. Because it covers only elementary and middle grades, there is no high school graduation rate to report and no data on advanced coursework or college readiness metrics that apply to older students. The school functions as a single-site charter, and the district and the school are the same entity.
The student body is small and diverse. The largest groups are Hispanic and Black students, with a much smaller share of White students and very small numbers of Asian, multiracial, and American Indian or Alaska Native students. Data on the share of students who qualify for free or reduced-price lunch, as well as counts of students with disabilities or English learners, were not available in the source records. That absence is common for newer or smaller charter entities, but a family may want to ask the school directly about these supports and how they are resourced.
On state assessments, performance varies by grade and subject. In math, the share of students scoring at proficient or above is lower in grade three and rises modestly in grades four and five, then dips slightly in grade six. In English language arts, the pattern is similar: grade three shows a lower proficiency rate, while grades four through six show a higher share of students meeting the bar. In science, which is tested only in grade five, the proficiency rate is lower. Placed among Atlantic County’s districts, the school’s overall proficiency across tested subjects and grades sits below the midpoint of the county. That means a typical student at this school scores below the county average, and a family comparing options should be aware that the school is working from a lower baseline on these measures.
Chronic absenteeism, reported at a rate that places the school above the midpoint among county districts, suggests that a meaningful share of students miss enough school days to affect learning. The school’s per-pupil spending is in the lower range compared to other districts in Atlantic County, which may reflect the charter model’s funding structure but also raises a question about how resources are allocated for instruction and support.
The district brief, based on publicly available sources, found no recent parent-relevant changes such as a curriculum overhaul, a property tax referendum, or a shift in school leadership. The school’s academic program and operational context appear stable in the short term, though the lack of reported change does not mean the school is static.
For a family considering this school, the picture is mixed. The school serves a predominantly Hispanic and Black student body in a small charter setting, and its academic results on state tests are below the county median, particularly in early grades and in science. Chronic absenteeism is a concern that families may want to discuss with the school to understand what attendance supports are in place. The school’s limited grade span means students will need to transition to another school after sixth grade, and the lack of data on special populations and economic disadvantage leaves unanswered questions about the full range of student needs the school addresses. The school’s website and direct conversations with staff would be the best next step for a parent looking to understand class sizes, curriculum approach, and the school’s plan for improving academic outcomes.
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