The top reported proficiency rate is 19% in English language arts. The lowest is 14% in Science.
Original Research by School Decision on The Hope Academy
The Hope Academy is a single charter school in Providence, Rhode Island, serving students from kindergarten through eighth grade. It operates as its own district under state classification, which is common for Rhode Island charter schools that function as independent local education agencies. The school enrolls a modest number of students spread fairly evenly across its nine grade levels, with roughly three dozen students per grade. The student body is predominantly Hispanic, with a substantial Black enrollment and small shares of White, multiracial, American Indian or Alaska Native, and Asian students.
On state assessments, The Hope Academy's results in the most recent school year were low across all tested subjects and grades. In math, a small fraction of tested students in grades three through eight reached proficiency. English language arts results were somewhat higher but still reflected a modest share of students meeting the state bar. Science performance, assessed in fifth and eighth grades, was also low at both grade levels, with the eighth-grade results the weakest of the group. Participation was strong across every subject, with nearly all eligible students taking the assessments. A parent weighing these results may want to look into how the school supports students working below grade level and what interventions or tutoring structures are in place.
The data does not include multi-year trend information, so it is not possible to say from what is provided whether these results represent an improvement, a decline, or a steady picture over time. Trend comparability was flagged as unknown, and no prior-year series was available.
Several data fields that parents often rely on were missing from what we received. Free-or-reduced-price lunch counts were not reported, so the economic profile of the student body cannot be characterized from the available data. Special education and English learner rates were also absent. Civil-rights data on discipline, course access, and staffing was not provided, nor was any information on school environment, attendance, or Title I status. Program offerings were not listed, so the narrative cannot speak to whether the school offers dual-language, arts, or other specialized programming. The school's governance details, including its formal charter authorization and any magnet designation, were not available in the payload, though the district brief identifies it as a charter school.
Because The Hope Academy serves only elementary and middle grades, it has no graduation rate, no high school course access data, and no college- or career-readiness metrics. Those gaps reflect the grade band, not a reporting failure. A family looking at the school for younger children would be choosing a K-through-8 pathway, which means students would need to transition to a different school for high school.
No locale brief, community context, housing data, or neighbor comparison was provided for this entity, so the narrative cannot place the school within Providence's broader neighborhood or compare its results to nearby districts or schools. The district brief notes that a search for parent-relevant changes turned up nothing meeting a lasting-impact threshold, so there is no recent program, facility, or leadership shift to report.
What the data does establish is a small, predominantly Hispanic and Black charter school in Providence with even class sizes across K-through-8, near-universal assessment participation, and proficiency results that sit well below where most families would want them. The absence of economic-need indicators, special-population rates, and program details makes it hard to draw a fuller picture from the data alone. A parent considering The Hope Academy would benefit from asking the school directly about its approach to reading and math instruction, how it serves English learners if that applies, and what supports exist for students performing below grade level, since those are the areas where the state results suggest the most attention is needed.
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