Original Research by School Decision on Success Academy Charter School-prospect Heights
Success Academy Charter School-Prospect Heights is a small, early-elementary campus serving kindergarten through fourth grade in Kings County. The school enrolls a small number of students distributed across five grades, with the largest cohort in third grade. The student body is predominantly Black, with a smaller Hispanic population and very few students of other racial and ethnic backgrounds.
The school operates as part of the Success Academy network, a charter system. State assessment data that would show how students perform academically was not available in the records reviewed, so a reader cannot see proficiency rates or trends in test results for this campus. Similarly, information about the share of students qualifying for free or reduced-price lunch, the count of students with IEPs, or the count of English learners did not appear in the data, making it difficult to assess the economic circumstances or support needs of the enrolled population.
One clear characteristic is chronic absenteeism. The school's rate falls below the midpoint among Kings County's school districts, meaning attendance patterns here are weaker than the county median. A parent may want to explore this further with the school to understand what drives the rate and what supports exist to encourage consistent attendance.
Per-pupil spending at this campus is in the lower range compared to other King County districts, reflecting the funding model and scale of the charter operation.
The most substantive recent development for families is network-wide. The Success Academy network announced a curriculum redesign called the Education Moonshot, effective in the 2024-25 school year. The redesign is framed as reverse-engineered from college-preparedness standards and represents a shift in what and how students are taught across all campuses, including Prospect Heights. Alongside this, the network announced a teacher salary increase. For a school model that centers on teacher quality and continuity, compensation changes carry real weight for instructional stability.
Because this is a K-4 elementary school, there is no graduation rate or high school pathway data to report. State testing results, which would shape any parent's understanding of academic rigor and achievement, remain unavailable, leaving a significant gap in the picture of academic performance.
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