The top reported proficiency rate is 20% in English language arts. The lowest is 5% in Science.
Original Research by School Decision on Nuestro Mundo Public Charter
Nuestro Mundo Public Charter is a small, single-school district serving kindergarten through eighth grade in Providence, Rhode Island. It opened in 2021 as a tuition-free public charter built around a two-way Spanish-English immersion model, and enrollment is limited to Providence residents, with seats allocated by lottery through the state's EnrollRI system. For families in the city seeking a bilingual, biliteracy-focused education for their children, this is a purpose-built option rather than a conventional district school.
The school's dual-language program is its defining feature. The model rests on three pillars that the school publicly reports: sociocultural competency, grade-level academic achievement, and bilingualism and biliteracy. Instruction is designed to serve both native and non-native Spanish speakers together, aiming to develop both languages rather than treating either as a secondary subject. This is a pedagogical commitment a family would be choosing deliberately, and it shapes the daily classroom experience across all grade levels.
The student body reflects that mission. The large majority of enrolled students identify as Hispanic, with smaller numbers of white, Black, and American Indian or Alaska Native students. The total enrollment is modest, and the grade distribution spans kindergarten through eighth grade, though the reported enrollment shows no students in fourth or fifth grade. The school does not report free-or-reduced-price lunch data, special education counts, or English learner figures, so those pieces of the picture are not available here. A parent may want to ask the school directly about special education services and English learner support, since neither dataset includes them.
On state assessments, the most recent results are low. In math across grades three through eight, the proficiency rate is well below what most Rhode Island districts report, with roughly one in eight tested students reaching proficiency. English language arts results are somewhat higher but still modest, with about one in five demonstrating proficiency. Participation was near-total in both subjects, which means the results reflect nearly the full tested population rather than a skewed subset. In eighth-grade science, proficiency was very low, though only a small number of eighth graders sat for that exam, making the science result less stable as a general indicator. Average scale scores in math and ELA sit below typical state benchmarks.
No multi-year trend data is available, so it is not possible to say whether these results represent growth, decline, or a steady baseline for a school still in its early years. The school has been operating only since 2021, and building a dual-language program from the ground up means students arriving at different grade levels may not have had the full immersion sequence from kindergarten onward. This is a young school working through the early stages of program maturity.
Because Nuestro Mundo serves only through eighth grade, there is no graduation rate, no high school course catalog, no AP or dual-credit pathway, and no high school level data to assess. What a family is evaluating here is an elementary and middle school experience, one centered on bilingual development, with the academic results still in an early and developing stage.
The data does not include a locale brief, housing market information, or a comparison set against neighboring districts or charter schools, so there is no community or economic context to draw on here, and no peer benchmark to position these results within the county or region. The school's own website is the best source for details on school culture, daily schedule, and family engagement that this dataset does not capture.
For a Providence family weighing this option, the core question is whether the dual-language immersion model is the right fit for their child, because that is what the school offers and what it is organized around. The state assessment results are a soft spot a parent will want to understand, and asking the school how it is responding to those results, how it supports students arriving without prior immersion experience, and how it tracks bilingual growth alongside academic growth would be a reasonable next step. This is a young, mission-driven school still building its academic record.
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