The top reported proficiency rate is 67% in Science. The lowest is 37% in Math.
Original Research by School Decision on Cheyenne Classical Academy
Cheyenne Classical Academy is a newly established tuition-free public charter school district in Laramie County, Wyoming. It opened with Phase 1 of its campus completed in August 2024, converting a former church building into a classical-learning environment. The district currently serves elementary and early-middle grades, with a stated plan to add one grade level each year until it reaches a full K-through-12 program. For families in the Cheyenne area, this means a public education option built around a distinct classical model and a long-term growth trajectory rather than a fully formed school at every grade band.
The academic model is the Hillsdale Curriculum, a classical liberal arts framework. All students study literature, mathematics, history, the sciences, the fine arts, Latin, and physical education, with an emphasis on moral character and civic virtue. This is a content-rich approach that differs from the standard public school curriculum in the area, and it will appeal to families who want a structured, traditional academic pathway with a classical orientation. Latin instruction in the elementary years is a distinguishing feature most local public schools do not offer.
State testing results from the most recent school year are available for grades three through five, and they paint a mixed but early picture. In English language arts, proficiency was at about half of tested students in third and fifth grade and noticeably higher in fourth grade. Math showed a similar split, with about half of third and fourth graders reaching proficiency, while fifth grade math was markedly lower. Science was tested only in fourth grade and showed a solid share of students reaching proficiency. These results sit above the midpoint among Laramie County's districts for overall proficiency, based on the comparison set drawn from the county's districts. That said, every tested grade group is very small, so a single student's performance shifts the results substantially. Any read of these numbers should account for that volatility, and a parent may want to ask the school how it is tracking and responding to the lower fifth grade math result in particular.
A great deal of the picture is missing because the district is so new. Enrollment figures, demographic breakdowns, free and reduced-price lunch rates, and special population data were not reported in the available sources. Information on staffing, attendance, discipline, course access, and civil rights indicators was not available either. There is no graduation rate, which is expected because the school does not yet serve high school grades. Chronic absenteeism and per-pupil spending figures were also not available. Housing, commute, and broader community context for the surrounding area were not provided in the data we reviewed, so we left those out rather than guess.
What the available information does establish is a small, early-stage charter district with a clear philosophical identity and a plan to grow into a full K-through-12 pathway over time. Families drawn to classical education, Latin instruction, and a content-rich curriculum will find a distinct offering here. Families who want established facilities, a full extracurricular program, or a track record across all grade levels will find that the school is still building toward those. The right question for a parent is whether the classical model and the school's growth plan fit what they want for their child, understanding that much of the institutional record is still being written.
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