The top reported proficiency rate is 25% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Learning Community
The Learning Community is a single-school K through 8 charter district in Rhode Island. It operates one school, The Learning Community, and the district and the school are effectively the same institution. Because it serves only elementary and middle grades, there is no graduation rate to report, and the state assessments that apply here are the RICAS math and ELA tests in grades 3 through 8 and the NGSA science tests in grades 5 and 8.
The student body is modest in size for a K-8 charter, with enrollment distributed evenly across the grade levels. The school serves a predominantly Hispanic population, with a smaller Black enrollment and a very small number of White, Asian, and multiracial students. We looked for free-or-reduced-price lunch counts, individualized education program rates, and English learner rates, and none were reported in the data available, so we cannot characterize the economic need or special-population composition from what was provided. A parent may want to ask the school directly about those figures.
On state testing, proficiency is low across all three tested subjects. In math, roughly a fifth of tested students reached proficiency, and in ELA the share was modestly higher but still below a quarter. Science results in both tested grades were similar, with about a fifth to a quarter of students proficient. Participation was near-universal on every assessment, which means the results reflect nearly the full student body rather than a skewed subset. No multi-year trend data was available, so we cannot say whether performance is improving, declining, or holding steady. The absence of trend comparability means a parent looking at a single year of results is seeing a snapshot, not a trajectory. Given the low proficiency levels, a parent may want to look into this further with the school, asking what instructional supports and interventions are in place and how growth is measured for individual students.
We searched for parent-relevant district changes, such as curriculum shifts, pedagogy updates, or governance changes, and found none reported. The district brief surfaced only directory, demographic, and test-score data. No referendum, budget, or program change information was available. This is a gap rather than a signal; charter districts of this size often have thin public reporting beyond their state accountability filings.
No locale brief, housing data, community economic context, or neighbor comparison was provided for this district. Its physical location within Rhode Island is not specified in the data, so we cannot describe the surrounding town, housing market, or commute context. We also found no data on course offerings, extracurricular programs, discipline, staffing ratios, or attendance, which limits what can be said about the school's program breadth and climate. For a charter school, these are areas where a parent would benefit from a direct conversation or a school visit.
What the data does establish is a K-8 charter district with a single school, a predominantly Hispanic enrollment, near-complete test participation, and proficiency levels that sit well below where most families would want them. Whether that is a fit depends on what the school offers beyond what test scores capture: its teaching approach, its culture, its supports for students who arrive behind, and its relationship with families. Those are the questions the available data cannot answer, and they are the ones worth bringing directly to the school.
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