Original Research by School Decision on Eugenio Maria De Hostos Charter School
Eugenio Maria de Hostos Charter School serves all grades from kindergarten through grade twelve, making it a pre-K-through-twelve institution within Monroe County. The school is a single-site charter district enrolling a small-to-medium student body, with roughly equal enrollment across elementary and middle grades and a noticeably smaller cohort in the high school years, particularly in grades eleven and twelve.
The student population is predominantly Hispanic, with a substantial Black enrollment and very small numbers of white and multiracial students. Asian enrollment is reported as zero. The school reflects deep concentration among two racial and ethnic groups rather than broad diversity. Free-and-reduced-price-lunch eligibility data and counts of students with Individualized Education Plans or English learner designations are not available in the school's reported data. A parent seeking this information may want to contact the school directly.
On state assessments, the school did not report proficiency data, and state graduation rates are not in the available records. Neither absence of data clearly reflects assessment results; the school's own reporting to the state may account for one or both gaps. A parent evaluating academic performance should ask the school for recent testing outcomes and graduation statistics, which it may track and report through its own channels even if they do not appear in the statewide summary.
The school does report chronic absenteeism, and that metric places it in the bottom quartile among Monroe County's districts. Roughly seven in ten students are chronically absent, a rate well above the median for the county. Chronic absenteeism is itself a predictor of lower academic progress and engagement, and a rate this high warrants direct conversation with school leadership about why students are missing so much school and what supports are in place to address it. This is a concrete challenge the data surface, and a parent considering this school should understand it clearly.
Per-pupil spending at the school runs in the lower range compared to other Monroe County districts, though the school does allocate resources to serving its full grade span. What that spending supports in terms of staff, materials, facilities, and programs is not detailed in the available data.
The school occupies a distinctive position as a charter institution serving a predominantly Latino and Black student body from kindergarten through twelfth grade. Charter schools operate under an independent contract and may offer alternative structures, curricula, or missions compared to traditional public schools. Program offerings, instructional approach, school culture, and the reasons families choose this school over others in the county are not described in the available data. The school's website, if one exists, was not provided. A parent interested in understanding what distinguishes Hostos, what it emphasizes academically or culturally, how it supports students through the transition from middle to high school, and what its college or career pathway looks like should seek that information directly from the school.
The high rate of chronic absenteeism and the compressed high school enrollment are the two data points that stand out as areas for deeper inquiry. The first is a measurable challenge; the second may reflect natural attrition, student mobility, a cohort effect, or the school's enrollment design. Neither tells the full story without context from the school itself.
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