The top reported proficiency rate is 24% in Science. The lowest is 16% in Math.
Original Research by School Decision on Utah Military Academy
The Utah Military Academy is a specialized district serving students in grades seven through twelve. It is a single-district system that operates as a public school with a military focus, and it includes two campuses, one of which carries the name Camp Williams. The district is based in Weber County. The academy serves a sizable student body for its grade band, with enrollment distributed across middle and high school grades. The student population is predominantly white, with a substantial Hispanic share and smaller representations of students who identify as Asian, Black, Native Hawaiian or Pacific Islander, American Indian or Alaska Native, or two or more races.
Academically, the district’s state test results show a clear soft spot. On the state assessments for math, English language arts, and science, the share of students scoring proficient or above is in the bottom quarter among Weber County’s districts. In each subject, roughly one in six to one in four students meets the proficiency bar. A parent considering this school will want to look into this further with the district, particularly if strong test scores are a priority. The district’s graduation rate was not available in the data, so a reader should verify that figure directly.
The academy spends more per student than most districts in the county, placing it in the upper range for per-pupil current spending. That higher spending level may reflect the costs of the military program structure. Chronic absenteeism is a concern here; the rate sits below the midpoint among county districts but is notably elevated. This is an area where families may want to ask what supports are in place to keep students engaged and attending.
The district’s program offerings beyond the military model were not provided, and the school environment data, including discipline, course access, and staffing, was also unavailable. The district brief, based on publicly reported information, found no evidence of recent curriculum changes, referendums, property-tax shifts, or other parent-relevant developments with lasting impact. Nothing in the record suggests a major change to the school’s operations or funding picture.
What this adds up to is a specialized academic pathway. The military academy structure gives the school a distinct identity and likely comes with a focus on structure, leadership, and citizenship that will appeal to families seeking that environment. The academic performance on state tests is low, and the chronic absenteeism warrants attention. The student body is diverse in ethnic composition, and the district is smaller in scale but spends at a higher per-pupil level. For a family attracted to the military-themed educational model, the question is whether the academic outcomes and attendance patterns match their expectations. The missing graduation rate is a gap the school itself would need to fill.
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