The top reported proficiency rate is 48% in Math. The lowest is 29% in English language arts.
Original Research by School Decision on Timpanogos Academy
Timpanogos Academy is a single-school district in Utah County serving only kindergarten through sixth grade. Because it does not operate a high school, there is no graduation rate to report. The entire student body is housed in one building, giving the school a self-contained, neighborhood feel.
Academically, state test results tell a mixed story. On the RISE assessments, math proficiency was moderately strong, while English language arts proficiency was markedly lower. Science fell somewhere in between. Because the ELA figure comes from a different school year than the math and science numbers, comparing them directly requires caution. Still, when all tested subjects and grades are combined into a single proficiency index, Timpanogos Academy lands below the midpoint among Utah County’s 28 districts. A parent looking at this profile would want to explore how the school addresses literacy and why the ELA result trails the math result.
Chronic absenteeism is another area that stands out. The rate is above the midpoint for the county, meaning a higher-than-typical share of students miss enough school days to be flagged. This is often a signal worth discussing with school staff, especially given the elementary grade span, where consistent attendance matters for building foundational skills.
The student body is majority white, with a substantial Hispanic population and smaller shares of Asian, Black, Native Hawaiian or Pacific Islander, and multiracial students. Data on economic disadvantage, special education, and English learner status were not available, so it is not possible to assess the share of students receiving those supports.
Per-pupil spending sits in the middle range among the county’s districts, on the lower side of that middle grouping. That puts the school’s financial resources close to the median, not notably high or low.
No recent parent-relevant changes, strategic priorities, or district initiatives surfaced from available public information. The surrounding community was not described in the data, so there is no picture of the housing market, local economy, or town character to offer here. Families considering Timpanogos Academy would benefit from visiting, talking to current parents, and asking directly about literacy instruction, attendance patterns, and what supports are in place for students who may need extra help.
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