Original Research by School Decision on Utah International Charter School
Utah International Charter School is a single-school charter district serving grades six through twelve in Salt Lake County. With a small enrollment, the school is much smaller than most of the county’s districts. The student body is diverse: the largest racial groups are Black and White, followed by Hispanic and Asian students, with smaller numbers of American Indian or Alaska Native and two-or-more-races students. The share of students who qualify for free or reduced-price lunch is not reported, and data on students with disabilities and English learners is also missing.
State assessment data for the school is limited. In English Language Arts, the most recent available results for grades three through eight placed the proficiency rate in the lowest possible reporting range. For math and science, the results were suppressed, which in a school this size often means there were too few test-takers to report a reliable figure. Because the school serves grades six through twelve, state tests for high school subjects are part of a separate assessment system; no results for those were included in the data available here. The comparison set among Salt Lake County’s districts could not compute an overall proficiency index because of missing entity values. A parent considering this school will want to ask the school directly for current academic performance data and for any available results from high school testing.
Chronic absenteeism, an indicator of how many students miss substantial amounts of school, stands out as a relative strength. The school’s rate places it in the top quartile among the county’s districts, meaning absenteeism is lower than most of its peers. Per-pupil current spending is in the upper range among those same districts, which may reflect the smaller scale and charter operational costs.
No information was available about course offerings, Advanced Placement or dual-credit programs, career pathways, or extracurricular activities. The school’s website could provide details on any specialized programs, such as an international focus implied by its name, but nothing in the data confirms that. Graduation rate data was not reported. Without that, a family cannot assess how consistently students finish high school at this campus. The absence of a graduation rate may stem from data suppression or reporting gaps; it is worth asking the school directly.
The district’s profile did not yield any recent parent-relevant changes such as boundary shifts, tax referenda, or curriculum overhauls. The school operates as its own district, so decisions are made at the school level.
This is a small, diverse charter school with very limited publicly reported academic data. The low chronic absenteeism and higher-than-average spending are positive signals, but the lack of proficiency results, graduation rate, and program details means families will need to invest time in direct conversations with the school to understand the academic pathway and support available. It fits a family that values a small school community in a charter setting and is willing to seek out firsthand information rather than rely on public accountability metrics.
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