The top reported proficiency rate is 32% in English language arts. The lowest is 16% in Science.
Original Research by School Decision on Virtual Preparatory Academy of West Virginia
Virtual Preparatory Academy of West Virginia is a statewide virtual school serving students from kindergarten through twelfth grade, operating as its own district with a single school. The district brief notes it functions under a charter and virtual model, though specific governance details like charter or magnet status were not available in the data. This is an online learning environment, which shapes nearly everything about how families should think about it.
The enrollment is small for a district covering all grade levels. Students are spread across the grades, but the distribution is uneven. The lower elementary grades are the smallest cohorts, with growth beginning in middle school and the largest concentrations in seventh and eighth grades. High school enrollment is present through eleventh grade, but twelfth grade shows no enrolled students. A parent considering this for a high schooler, especially a senior, would want to ask the school directly about how upper-grade progression and graduation work, since that zero in the final grade is unusual and the data alone does not explain it.
Demographically, the student body is predominantly white, with small representation from Black, Hispanic, Asian, multiracial, and American Indian or Alaska Native students. The data does not include free or reduced-price lunch figures, nor does it report special education or English learner populations. These are gaps a parent may want to fill by asking the school directly, since understanding how a virtual school supports students with disabilities or language needs is central to deciding whether it fits.
State assessment results come from the West Virginia General Summative Assessment for the current school year. In math, proficiency varies considerably by grade. Fourth grade stands out as the strongest, with nearly half of tested students reaching proficiency. Every other tested grade in math sits well below that, with eighth grade being the weakest by a wide margin. Fifth grade is also quite low. The pattern is similar in English language arts. Fourth grade again leads, with close to half of students proficient. Grades six, seven, and eight hover in a moderate range, while third and fifth grade are lower. Science results, available only for fifth and eighth grade, are low in both cases. Participation rates are generally strong across most grades, though eighth grade participation dips below the others. For a virtual school, maintaining that level of participation is worth acknowledging, though the eighth-grade dip is something a parent of an older student might want to understand.
No trend data across multiple years was available, so it is not possible to say whether these results represent improvement or decline. The data also does not include average scale scores, which would have offered a fuller picture beyond the proficiency cut.
The district brief notes that a search for recent parent-relevant changes turned up little of lasting impact. Available results describe the school's current charter and virtual model and enrollment details but do not document specific changes over time such as curriculum overhauls or governance shifts.
There is no graduation rate in the data. Given the zero twelfth-grade enrollment, this may reflect the school's current stage of growth rather than an outcome failure, but the data does not confirm a reason. No civil rights data, course access information, staffing figures, or discipline data were available either. Program offerings were not provided. A family weighing this school should ask what advanced coursework, electives, counseling, and special education services are available in the virtual setting, because the data offers no detail on any of these.
This is a school for families who want or need a fully online option in West Virginia. The academic results are mixed and in several grades quite low, with fourth grade being a clear exception in both math and reading. The absence of graduation data, program details, and special population information means a parent would be making this decision with an incomplete picture unless they follow up directly. The virtual format is the defining characteristic here, and for the right family it may be the reason to choose it. But the academic data suggests the learning outcomes, particularly in math and science, are a concern worth pressing on.
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