The top reported proficiency rate is 38% in English language arts. The lowest is 14% in Math.
Original Research by School Decision on Aces Technical Charter School
ACES Technical Charter School is a single-school charter district in Albuquerque, New Mexico, currently serving students from kindergarten through ninth grade with state authorization to eventually grow into a full K through 12 program. Publicly reported information indicates the school underwent a grade-level expansion approved in June 2021, moving from a narrower secondary range into the elementary grades, and has continued growing since. As of the most recent reported year it served pre-kindergarten through tenth grade. The school operates two campuses in Albuquerque, with the elementary campus on Lomas Boulevard NE and the secondary campus on Montgomery Blvd NE, both on the city's northeast side.
The enrollment is small for a district spanning this many grade levels. Students are distributed across every grade from kindergarten through ninth, with no single grade dominating. The student body is predominantly Hispanic, with White, Black, American Indian or Alaska Native, multiracial, and Asian students also enrolled. This is a community that reflects Albuquerque's demographic mix in a compact school setting. Free or reduced-price lunch counts were not reported in the data we received, nor were figures for students with individualized education programs or English learners. A parent evaluating this school may want to ask the school directly about its special education services and English learner support, since those numbers are not available here.
On state assessments for the most recent reported year, English language arts stands out as the stronger area. A meaningful share of tested students in grades three through eight demonstrated proficiency in ELA, and this result is the school's brightest academic signal. Math proficiency was quite low, with only a small fraction of tested students reaching proficient levels. Science results, based on a much smaller number of tested students, also reflected limited proficiency. The tested pool across all three subjects was modest, which means a handful of students can shift the results meaningfully from year to year. No multi-year trend data was available, so it is hard to say whether these results represent a stable pattern or a single-year snapshot. A parent considering this school should look into how the school is responding to the math results specifically, and whether it has a plan for building quantitative skills across the elementary and middle grades.
There is no graduation rate to report because the school does not yet serve a full high school cohort through twelfth grade. This is expected given the current grade span, and it will change as the school grows into its K through 12 authorization. No information was available on AP courses, dual-credit partnerships, career and technical education pathways, or other program offerings. Course access data, staffing figures, attendance data, and discipline data were all absent from what we received. Without these, it is difficult to characterize the classroom experience or the breadth of what students can take as they move into the upper grades.
No locale brief, housing data, or community economic context was available for this entity, so we cannot describe the surrounding neighborhood's housing market or broader demographic trends. The district brief confirms the school sits within Albuquerque, and the two campus addresses place it in a developed urban corridor, but the data does not carry further community detail. No comparison fact-set was provided, so we cannot position this school against neighboring districts or charters in the area.
What the available evidence does tell a parent is that ACES Technical Charter School is a small, growing charter with a clear ambition to become a full K through 12 option on two campuses in northeast Albuquerque. Its ELA results are a relative bright spot. Its math and science results are weak and warrant direct conversation with the school. The absence of data on free lunch eligibility, special populations, staffing, discipline, and programs means a family would need to do some of its own due diligence before forming a complete picture. The expansion into elementary grades and the stated intent to grow toward a full high school program are the defining facts here, and they shape both the opportunity and the uncertainty of choosing this school.
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