The top reported proficiency rate is 20% in Science. The lowest is 5% in Math.
Original Research by School Decision on Guadalupe School
Guadalupe School is a single-school independent charter district in Salt Lake City serving pre-kindergarten through sixth grade. It operates as a district of one, which means the district-level data and the school-level data are the same thing. Because the school stops at sixth grade, there is no high school graduation rate to report—a gap that follows naturally from the grade band, not an absence of information.
The student body is small for a district but typical for a single elementary campus. Nearly all students are Hispanic, and a substantial share of students qualify for support programs, though the exact share receiving free or reduced-price meals is not included in the data. English learner and special education counts were also absent from the available record. A parent considering this school would likely want to ask the school directly about its support services for multilingual learners and students with individualized education plans, since those are common needs in a student population of this composition.
On state assessments, which are given in grades three through six in math, English language arts, and science, proficiency rates came in well below the midpoint among Salt Lake County’s districts. The proficiency index, a composite across tested subjects and grades, placed the school in the bottom quartile of the county’s districts. The science proficiency rate was higher than the math rate, but both were low. These results reflect a school that is working with a student body that faces significant challenges, and a parent may want to discuss with the school what academic interventions and instructional approaches are in place.
Chronic absenteeism was high, also in the bottom quartile among the county’s districts. This pattern often correlates with the economic and health realities families bring with them, and it directly affects how much academic ground can be covered in a school year. A parent concerned about attendance culture would want to understand how the school tracks and responds to chronic absence.
On the spending side, per-pupil current expenditure was in the upper range among Salt Lake County’s districts. That suggests the school is investing resources above what many neighboring districts spend per student, which is notable given the small scale of the operation.
There were no recent district-level changes reported—no property tax shifts, curriculum overhauls, or pedagogy changes—that would alter a parent’s assessment of what this school offers. The school’s website and program descriptions were reviewed but yielded nothing in the way of a strategic shift that meets the bar for a lasting parent-relevant impact.
This is a school that parents may choose for its small size, its early-childhood entry point starting with pre-kindergarten, and its charter structure within Salt Lake City. The academic outcomes and attendance patterns are areas where a prospective family would want to look closely, ask direct questions, and decide whether the school’s approach aligns with their child’s needs.
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