The top reported proficiency rate is 53% in English language arts. The lowest is 41% in Math.
Original Research by School Decision on Taos Integrated School of Arts
Taos Integrated School of Arts is a single-school charter district in New Mexico serving kindergarten through eighth grade. The enrollment is small, with students spread fairly evenly across the grade levels, and the student body reflects the region's cultural makeup. Hispanic and White students each make up close to half the population, with a smaller but meaningful American Indian and Alaska Native presence. This is a community where multiple heritages sit alongside each other in the classrooms.
On state assessments, the picture is mixed but leans encouraging in literacy. English language arts proficiency sits above the midpoint, with a solid share of tested students reaching proficiency. Math results are lower, with a smaller portion of students clearing the proficient bar, and a parent may want to look into how the school supports math growth across the elementary and middle grades. Science proficiency falls between the two, landing in a moderate range, though the science test covers a narrower set of grades and a smaller group of students. No participation rate or average scale score data was available, and no multi-year trend data was provided, so it is not possible to say whether these results represent improvement, decline, or stability over time.
Because the district serves only kindergarten through eighth grade, there is no graduation rate to report, and no high school level data applies. This is expected for a K-8 charter and should not be read as a gap in performance.
Several pieces of information a parent might want were not available. Free or reduced-price lunch counts were not reported, so the economic profile of the student body is unclear. Special population data, including students with individualized education programs and English learners, was also missing. No locale brief or community and economic context was provided, so there is no grounded description here of the surrounding town, housing market, or commute patterns. No school environment data was available, covering items like Title I status, discipline reports, course access, staffing ratios, or attendance. No program offerings were listed, so whether the school provides arts integration beyond its name, dual-language instruction, or other specialized pathways is not something the available data can confirm. No civil-rights data was provided. No neighbor comparison fact-set was available, so the school cannot be positioned against nearby districts or charters in the county.
The district brief turned up little in the way of recent parent-relevant change. A charter renewal was approved some years back, with a contract running through the mid-2020s, but that falls outside the recent window and no other lasting changes surfaced from available search results.
What a parent can take from this is a small, arts-oriented K-8 charter with a culturally diverse student body and a literacy program that appears to be producing results above the state midpoint. Math is the softer area. The missing data, though, is substantial enough that a family would benefit from contacting the school directly to ask about economic diversity, special education and English learner services, the actual arts integration model, and how the school supports students who are below proficiency in math. Those conversations would fill in the picture the data alone cannot complete.
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