The top reported proficiency rate is 43% in English language arts. The lowest is 27% in Math.
Original Research by School Decision on Hozho Academy
Hozho Academyis a single-school charter district in New Mexico, currently serving students from kindergarten through tenth grade. Publicly reported information indicates the school is in the midst of a planned expansion: it has added a Pre-K program and intends to extend through twelfth grade, which would complete a full K-12 pathway under one roof. Its charter contract was renewed for a multi-year term running through the late 2020s, giving enrolled and prospective families some assurance of operational continuity. The school describes itself as following a classical education model, which tells a parent something about its pedagogical orientation even before walking through the door.
The student body is small for a district, reflecting the single-school structure, and the enrollment is spread fairly evenly across the grade bands currently served. The demographic composition is distinctive. American Indian and Alaska Native students make up the largest single group, followed closely by Hispanic students, with a smaller White population and very few students in other categories. This is a diverse enrollment in which no single group constitutes a majority, and the Native American representation is particularly high relative to most New Mexico schools. Data on free or reduced-price lunch was not available, so the economic profile of the student body cannot be characterized here. Similarly, information on English learners and students with individualized education programs was not reported, so those population shares are unknown.
State assessment results are available for grades three through eight, and they paint a mixed but informative picture. In English language arts, a substantial minority of tested students reached proficiency, and that result is the strongest of the three subjects reported. Science proficiency sits in a similar middle range. Math is the soft spot, with a smaller share of students meeting the proficiency bar. A parent considering Hozho Academy may want to look into how the school supports math instruction and whether intervention strategies are in place for students working below grade level. No multi-year trend data was available, so it is not possible to say whether these results represent improvement, decline, or stability over time. Participation rates were also not reported.
Because the school does not yet serve a full high school grade band, there is no graduation rate to report. This is not a weakness or a gap in accountability; it simply reflects where the school sits in its growth timeline. As the upper grades come online, that measure will become relevant. No information on course access, Advanced Placement or dual-credit offerings, career pathways, or extracurricular programs was provided, so the academic program beyond the state-tested core subjects cannot be characterized in detail. The classical model referenced in the school's own materials suggests a focus on a particular cur tradition, but the specifics of how that translates into daily instruction are not in the data.
A number of practical pieces are missing. The location data does not include a city, county, or street address, so no community or housing context can be offered. There is no locale brief describing the surrounding area, no housing value or rental information, and no neighbor comparison set to position Hozho against nearby districts. Information on staffing ratios, teacher credentials, discipline incidents, attendance rates, and Title I status was not available. Civil rights data was not provided. A family would want to supplement this picture with a direct conversation with the school, particularly around student supports, transportation, and the upper-grade curriculum as it takes shape.
What the data does support is a clear characterization of a growing, culturally diverse charter school with a classical orientation, solid reading results, weaker math outcomes, and an expansion plan that will soon make it a full K-12 option. For families drawn to that model and comfortable with a school still building its upper grades, Hozho Academy presents an identifiable and developing pathway. The missing economic, support-service, and community data means a fuller picture will require going directly to the school.
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