The top reported proficiency rate is 60% in English language arts. The lowest is 43% in Math.
Original Research by School Decision on Soldier Hollow Charter School
Soldier Hollow Charter School operates as a single-school district in Wasatch County, Utah, serving students from transitional kindergarten through eighth grade. It is a charter school, which means it operates independently of the local traditional school district while remaining publicly funded and accountable to the state. The school’s enrollment is modest for a PK–8 campus, and its student body is predominantly white, with a Hispanic population making up a noticeable share and small numbers of students identifying as American Indian or Alaska Native and as two or more races. Data on students who qualify for free or reduced-price lunch is not available, and information about students with disabilities and English learners is also absent from the record.
Academic performance is measured by the state’s RISE assessments for grades three through eight. On the most recent results, proficiency in English language arts sits above the midpoint of what is typical for Utah schools, with a substantial majority of students meeting the state’s benchmark. In science, roughly half of students scored at the proficient level or above. Math proficiency is lower, with under half of tested students reaching the proficiency threshold. The school does not serve high school grades, so no graduation rate is reported, and there are no multi-year trend data available to show whether scores have been improving or declining over time. The assessment results come from a single year for each subject, and the state changed its cut scores for English language arts in a recent year, which may affect year-over-year comparisons.
Because Soldier Hollow Charter School is the only district in the comparison set that includes charter schools, the available comparisons among Wasatch County’s districts are limited. The standard metrics—such as overall proficiency index, graduation rate, chronic absenteeism, and per-pupil spending—could not be positioned relative to neighbors because the cohort is too small or the data is missing. In plain terms, this means there is no easy external benchmark to size up the school against nearby traditional districts or other charters in the county.
The school’s district brief turned up no recent parent-relevant changes or strategic initiatives from the last several years. Searches found general school profiles and program descriptions but no lasting administrative or policy shifts that would affect current families. This absence of news may simply reflect that the school has been running steadily rather than undergoing notable change.
For a family considering Soldier Hollow Charter School, the academic picture presents a clear area of strength in English language arts, with science also solid. The math results are a weaker spot worth investigating further with the school—perhaps to understand the curriculum, instructional approach, or support structures in place. The charter model often comes with a specific educational philosophy or emphasis, but the data provided here does not describe any particular program focus, such as project-based learning, outdoor education, or a specific curricular approach. Families would want to visit the school or review its website to understand what kind of learning environment it offers. The community and housing context around the school are not included in the available data, so the narrative cannot speak to the local housing market, commute patterns, or neighborhood character. That gap reflects the limits of what was supplied rather than an assessment of the area itself.
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