The top reported proficiency rate is 21% in Science. The lowest is 10% in Math.
Original Research by School Decision on Elevated Charter School
Elevated Charter School is a tuition-free, exclusively virtual public charter school serving students from kindergarten through twelfth grade. It serves families across Utah, drawing from anywhere in the state, though it was formed with an eye toward residents of Saratoga Springs and surrounding communities. The school was established around 2021 and is set to open as a new educational option for Utah families.
The school’s model is built entirely around remote instruction. Students receive personalized learning plans, participate in live online classes, and also have access to offline classes with teacher support. Chromebooks, curriculum materials, and other necessary supplies are shipped directly to students’ homes. This structure is a deliberate feature of the school’s identity, not an emergency shift, and it presents a clear set of possibilities and limitations. For a family, the primary question is whether a full-time virtual environment fits the student’s learning style, the household’s daily rhythm, and the parent’s ability to provide support and oversight during the school day.
Because Elevated Charter School is new and has not yet administered state assessments as a functioning entity, the available data on student academic performance is essentially a placeholder. The proficiency figures reported here are nominal and reflect a pre-operational state; no tested enrollment, no scale scores, and no participation rates exist for this school year. The comparison that is available, using the proficiency index metric among Utah County’s districts, places the school in the bottom quartile, but this is a function of its nascent status rather than an evaluation of student learning. A parent should treat these numbers as effectively absent until the school has been operating long enough to produce results from a full cohort of students.
Similarly, enrollment and student demographic data are missing, as are figures on economic disadvantage, special education identification, English learner status, and other typical civil-rights indicators. The school’s directory listing shows its grades served as “N through N,” which is a placeholder code indicating that the grade range has not yet been finalized in the record. The school website states it serves grades K-12, and its status is listed as “future” in the district schools section, meaning the school is not yet operational with a student body. No graduation rate exists because the school has not yet had a graduating class.
The school’s establishment is the central event here. It creates a new public education pathway for families who want a fully virtual option, with the flexibility that comes from learning from home and the supports a school can provide for that model, including shipped materials and live instruction. For parents considering this option, the lack of academic performance history, demographic profile, and track record means there is no established data to assess. The decision rests almost entirely on whether the virtual model matches the family’s needs and preferences, rather than on any demonstrated outcomes. A parent may want to speak with the school directly about its expected timeline for full operation, its initial curriculum plans, and what measures it will use to monitor student progress from the start.
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