Original Research by School Decision on Evergreen Community Cs
Evergreen Community CS is a small charter school district serving grades six through twelve in Monroe County. The enrollment is modest, spanning all seven grades from middle school through high school with roughly balanced cohorts in each year.
The student body is predominantly white, with a meaningful Hispanic enrollment and smaller Asian and Black populations represented. Income data was not available, so a parent cannot assess the economic diversity of the student body from the provided information. Similarly, data on students with individualized education plans and English learners was not reported, leaving open questions about the school's support infrastructure for students with different learning needs.
State testing results and graduation rates were not available in the data provided, making it impossible to characterize academic proficiency or college and career readiness outcomes. The school does not report these measures publicly in accessible form, or they may not be collected in the standard way. A parent considering this school would want to contact the administration directly to ask about proficiency trends, graduation destinations, and any internal assessments the school uses to track student progress.
Among Monroe County's districts, Evergreen performed in the top quartile on chronic absenteeism, with a rate that sits below the county median. This suggests the school has managed to keep students engaged and attending regularly. Per-pupil spending at Evergreen falls in the lower range compared to other Monroe County districts, meaning the school operates with a leaner budget than most of its county peers.
No recent curriculum overhauls, facility expansions, or operational changes were found in a search of public reporting on the district. The school appears stable and small, with little turnover or major initiatives to report.
For a family considering a small, close-knit charter environment in a rural Pennsylvania setting, Evergreen offers a contained community where students are known individually. The modest size means fewer program offerings than a large public school would provide, but also fewer layers of bureaucracy. The attendance strength and per-pupil spending level suggest the school is running lean but holding student interest. The absence of published proficiency data is a meaningful gap; a parent should ask the school directly for transparency on how students are performing academically and where graduates go after high school.
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