The top reported proficiency rate is 54% in English language arts. The lowest is 43% in Science.
Original Research by School Decision on Washington Yu Ying Pcs
WashingtonYu Ying PCS is a public charter school in the District of Columbia serving pre-kindergarten through fifth grade. It operates on a two-campus model, with an Early Years Campus dedicated to the youngest learners in PK3 through kindergarten, and a separate Elementary Campus on Taylor Street NE for the older grades. The DC Public Charter School Board has granted the school a charter renewal, which gives families some assurance of operational continuity. The school sits in a part of Washington where housing values run somewhat below the District-wide benchmark, with recent modest softening in home prices and rents holding relatively steady. This is an urban setting in a city defined by federal employment, international institutions, and a distributed network of neighborhoods rather than a single traditional downtown.
The academic program appears to be built around early childhood and elementary education, and the name signals a Chinese immersion focus, though the data provided does not confirm the specifics of the language program. State assessment results are available for grades three through eight in math and English language arts. In math, a slim majority of students meet or exceed expectations. In ELA, a slightly larger share clears that bar. Fifth-grade science results show a smaller proportion of students reaching proficiency. These results sit in a moderate range, neither standing out as a clear strength nor as a point of obvious concern, though a parent may want to look into the science outcomes further with the school to understand how the curriculum supports that subject. No multi-year trend data was available, so it is not possible to say whether performance is improving or declining over time.
The student body is racially and ethnically diverse. Black students form the largest single group, followed by a sizable population of students identifying as two or more races, then white students. Hispanic and Asian students each make up a smaller portion. This composition reflects the cosmopolitan character of Washington itself, a city shaped by federal government work, diplomatic missions, and international organizations. The enrollment is concentrated in the early grades, with the pre-kindergarten cohort being the largest single grade, which is consistent with the school's two-campus structure giving focused attention to early childhood.
Several data points that parents often look for were not available. Free or reduced-price lunch counts were missing, so it is not possible to characterize the economic profile of the student body from this data. Special education and English learner rates were also not reported. Discipline, course access, staffing, and attendance data were absent as well. These gaps mean a parent would need to contact the school directly for information about student support services, classroom ratios, and how the school handles behavior and attendance.
Because this is an elementary school, there is no graduation rate to report. The school does not serve high school grades, so that metric does not apply. There is also no neighbor comparison data available for this entity, so it is not possible to position it against other schools in the area using the comparison framework.
The housing market around the school's zip code shows home values somewhat below the DC state benchmark and well above the national one, which is consistent with Washington's expensive real estate overall. Rents are in a range that reflects the city's urban cost structure. For families considering this school, the two-campus arrangement means that the daily routine may differ depending on the age of the child, with the youngest learners attending a separate site a short distance from the elementary building. The charter renewal and the deliberate investment in an early-years campus suggest an institution that is structurally maturing and focused on its specific grade band rather than trying to grow into secondary grades.
See more original research from School Decision →