The top reported proficiency rate is 66% in English language arts. The lowest is 46% in Math.
Original Research by School Decision on The Ask Academy
The ASK Academy is a single-school charter district in New Mexico serving grades six through twelve. Publicly reported descriptions point to a STEM and project-based curriculum, though the available material did not surface specific program details, course catalogs, or dual-credit pathways, so a family would want to ask the school directly about what its upper-grade academic sequence looks like. No recent parent-relevant district changes turned up in the research, so this account rests on what the current data shows.
The school's enrollment sits at a modest size for its grade band. The middle school grades carry the largest share of students, while the high school grades taper off fairly steadily from ninth grade through twelfth. This pattern could reflect attrition, later entry by some students, or simply how cohorts have moved through, but the data does not explain the cause. A family considering the high school years may want to ask how many students stay through graduation and what drives that flow.
The student body is balanced between white and Hispanic students, with small representations from Black, Asian, American Indian or Alaska Native, and multiracial students. Information on free or reduced-price lunch eligibility was not available, nor were counts for students with individualized education programs or English learners. Without those figures, it is hard to gauge the full range of student needs the school addresses.
State assessment results cover the middle school grades. In English language arts, proficiency is strong, with well over half of tested students meeting or exceeding the state bar. Science is also solid, sitting above the halfway mark. Math lands near the midpoint, just shy of half, which suggests a relative soft spot compared with the other two subjects. A parent may want to look into how the school supports math instruction and whether intervention resources are available. These results come from the current school year and reflect the grades this school actually tests, since its youngest served grade is sixth.
What is missing is substantial. No graduation rate appears in the data, even though the school serves through twelfth grade, so a family has no reported outcome measure for the high school years. No high school assessment results are included either. The state did not report average scale scores or participation rates for the tests that do appear. There is no locale brief, no housing or rental context, no community economic data, and no information on staffing ratios, discipline, attendance, or course access. Civil-rights data was not available. No neighboring district comparison set was provided, so this school cannot be positioned against nearby peers.
What a reader can take from this is a charter school with a STEM orientation, a middle school that performs respectably on state tests with English language arts as its clearest strength, and a high school portion about which the public data says very little. The enrollment decline from middle to high school is visible in the data. For a family weighing this option, the most productive next step would be contacting the school to ask about graduation rates, high school course offerings, college and career pathways, and the supports available for students who need academic help or specialized services.
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