The top reported proficiency rate is 40% in English language arts. The lowest is 11% in Math.
Original Research by School Decision on Taos International School
Taos International School is a single-site charter district in New Mexico serving kindergarten through eighth grade. The enrollment is small, with students distributed across the grade bands in modest-sized cohorts. The student body is predominantly Hispanic, with only a handful of students from other racial or ethnic backgrounds.
The school's state assessment results from the most recent year show a pronounced split between subjects. In English language arts, a solid share of students reached proficiency, and that result stands as the school's clear academic strength. Math tells a different story. Proficiency there is quite low, with only a small fraction of students meeting grade-level benchmarks. Science proficiency lands in between, though the number of students tested in science was small, and parents should read that result with that context in mind rather than treating it as a comprehensive indicator. A parent may want to look into the math program further with the school, asking about curriculum, instructional approach, and what interventions are in place for students who are struggling.
No multi-year trend data was available, so it is not possible to say from the provided information whether these results represent improvement, decline, or stability over time. Average scale scores were also not reported. Participation rates were missing across all three subjects.
Several categories parents often rely on were absent from the data. Free and reduced-price lunch information was not reported, so the economic profile of the student body is not clear. Special population figures, including students with individualized education programs and English learners, were also missing. No staffing data was provided, so questions about class size, teacher qualifications, or student-to-staff ratios cannot be addressed here. Discipline, attendance, and course access information was absent as well.
Because the school does not serve high school grades, graduation rate data does not apply. No program offerings were listed in the data, so details about extracurricular activities, dual-language instruction, arts, or specialized curricula are not available from the sources reviewed. The school's name suggests an international or global focus, but the payload does not include specifics that would confirm or describe its pedagogical approach, so that is left to families to explore directly.
No locale brief was provided, so information about the surrounding community, housing market, and commute context is not available here. A neighbor comparison fact-set was also absent, meaning the school's position relative to other districts or schools in its county cannot be rendered from what was supplied.
One publicly reported item from the district brief deserves attention. The New Mexico Public Education Department placed the school on a Financial Corrective Action Plan following audit findings that included material weakness findings and a qualified audit opinion. This signals financial governance concerns that could affect the charter school's long-term stability and operations. A parent evaluating this school would do well to ask how the corrective action plan is being addressed and what progress has been made since those findings were issued.
What the available data paints is a small charter school with a genuine strength in literacy, a clear soft spot in mathematics, and financial governance questions that bear understanding before enrolling. The gaps in the data are substantial enough that this picture is incomplete. Families considering Taos International School would benefit from contacting the school directly for the information that was not available in the sources reviewed.
See more original research from School Decision →