The top reported proficiency rate is 84% in Math. The lowest is 72% in English language arts.
Original Research by School Decision on No. Ut. Acad. for Math Engineering & Science
This is a district, not a single school, and that distinction matters. The No. UT. Acad. for Math Engineering & Science is a small, specialized district in Davis County, Utah, consisting of just two schools, both serving grades ten through twelve. One school is named for the math, engineering, and science focus, and the other is a campus in Ogden. Because it covers only the final three years of high school, much of what parents typically look for in a district is either absent or operates differently here. There are no elementary or middle schools, no district-wide elementary or middle grade state testing results exist, and the district has no graduation rate data in the available record. A parent considering this district is choosing a high-school-only pathway, and the early-college model and partnership with Weber State University, publicly reported, are central to its identity.
The state testing data that is available comes from a single year and covers grades three through eight, which this district does not serve. The proficiency figures that appear are for grades ten through twelve, not the typical elementary and middle school span. The math proficiency rate was above the statewide midpoint, and the English language arts rate was also above that mark. Science proficiency was similarly strong. In the comparison with other districts in Davis County, this district sat in the top quartile for overall proficiency across tested subjects. That is an unusual position for a district serving only upper grades, and it suggests that the student body, admitted through an application process, arrives with strong academic preparation.
The district is selective by design, not by neighborhood assignment. Enrollment is modest for a district serving a multi-county region, with three grade levels holding a combined student population that is predominantly white, with a substantial Hispanic presence and small shares of Asian, multiracial, Black, Native American, and Pacific Islander students. Data on students with disabilities, English learners, and economic disadvantage was not available. A parent should expect that the district does not reflect the demographic makeup of any single surrounding community, because it draws from a wide area.
The chronic absenteeism rate was notably low, placing in the top quartile among Davis County's districts, which is consistent with the kind of student and family commitment that a selective, early-college program demands.
Housing and community context data was not provided, so there is no picture of local housing values, rents, or growth trends tied to this district. That is a gap, and a parent should consider that the district pulls students from multiple cities and towns, so the housing market of any one place may not be directly relevant.
The per-pupil current spending was in the upper range among Davis County's districts. That can reflect the costs of a small, specialized operation and the partnership with a university, though the available data does not break down where the spending goes.
The available records show no recent referendums, curriculum overhauls, property-tax shifts, or other lasting changes that would affect a parent's decision. The district's model, a STEM-focused early-college charter serving only upper grades, appears stable. A parent looking at this district is choosing a specific kind of high school experience, one that is academically demanding, tied to a university campus, and not tied to a particular neighborhood. It fits a student who is ready for college-level work in the junior and senior years and who wants a STEM-oriented peer group. It does not fit a family looking for a comprehensive K-12 district with neighborhood schools, special education services across all grades, or a traditional extracurricular and athletic program run by a local district.
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