Original Research by School Decision on Victory Collegiate Academy
Victory Collegiate Academy is a charter elementary and middle school in west Phoenix, serving kindergarten through eighth grade. It sits on 63rd Avenue, a stretch of the city that is predominantly residential and commercial, within a large, fast-growing urban center. The school itself is small, and students are overwhelmingly Hispanic, with a smaller share of Black students and a still smaller share of White students. The school is a regular public charter, meaning it is publicly funded but operates independently of the local school district.
Because the school does not serve high school grades, there is no graduation rate to report. On state assessments, nearly all results for the most recent testing year are suppressed, a common practice when a tested group is very small, so a parent cannot see the school’s proficiency rates in math, English language arts, or science for any of the grades tested. The school did test students in every grade from third through eighth in both math and ELA, and in fifth and eighth grade in science, with the number of students tested in each grade running from roughly two dozen to just over four dozen. The state suppressed nearly every proficiency outcome. The multi-year trend data, which draws on a different and likely less detailed data source, shows overall proficiency rates that are low: around one in ten students met the proficient bar in math and roughly one in six to one in five did so in English language arts. A parent considering the school will want to ask the school directly for its most recent assessment results, as the public record does not provide them.
The school’s enrollment draws from the surrounding neighborhood, an area of Phoenix where housing values have softened recently and rents have eased slightly, though both remain at levels that make the city expensive compared to the national average. No data on free or reduced-price meal eligibility was available, so it is not possible to see the economic profile from that angle. Information on students with disabilities and English learners was also missing, and the school’s civil rights data was not reported. A parent should ask about support for students with special needs and for those learning English, since those are common areas of need in a school serving a student body that is predominantly Hispanic.
No information about programs, course offerings, or enrichment activities was provided. The district-level brief found little of lasting impact to report about recent changes, so a parent should verify directly with the school what academic and extracurricular opportunities exist, especially in middle school where families often look for preparation for high school pathways. The school’s location in west Phoenix means students live in a car-oriented part of a very large city, and commuting patterns will reflect that. For a family already in the immediate area, this is a neighborhood charter that keeps students from kindergarten through middle school under one roof. For a family outside the immediate area, it is a small, independent option whose academic record is mostly opaque in the public data, a fact a parent will want to investigate firsthand.
See more original research from School Decision →