The top reported proficiency rate is 29% in English language arts. The lowest is 19% in Math.
Original Research by School Decision on Creative Minds International Pcs
Creative Minds International PCS is a public charter school in Washington, D.C., serving prekindergarten through eighth grade. It sits on North Capitol Street in the upper part of the city, in a zip code where home values run above the District's broader benchmark and rents sit at a level that reflects D.C.'s tight housing market. The school's enrollment is mid-sized for a charter campus spanning that many grade levels, with a sizable prekindergarten cohort and gradually narrowing grades through middle school.
The student body is predominantly Black, with a large Hispanic population and a smaller White enrollment, plus a handful of students identifying as Asian, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, or two or more races. The school's racial and ethnic mix reflects the broader diversity of the surrounding neighborhoods in this part of the District. We looked for data on free or reduced-price lunch, special education rates, and English learner status, but none of those fields were available, so the economic and special-population profile of the school cannot be characterized from what was provided.
On the most recent state assessment for grades three through eight, English language arts proficiency came in below thirty percent and math proficiency was lower still, under twenty percent. These are modest results that sit below what most D.C. families would hope to see. Science results from an earlier testing cycle show fifth-grade proficiency in the mid-twenties and eighth-grade proficiency at the very bottom of the reported range, near zero. Participation rates were strong on those science assessments. No multi-year trend data was available, so it is not possible to say whether these numbers are improving, holding steady, or declining. A parent evaluating this school may want to look into how the school is responding to these proficiency levels and what its instructional plan is for moving students toward grade-level mastery.
Because Creative Minds serves only through eighth grade, there is no graduation rate to report, and no high school course access data. The school does not have the grade band that would generate those metrics. No information was available on program offerings, course access, staffing ratios, attendance patterns, or discipline data, so those dimensions of the school environment could not be assessed from the provided material.
The school is located in Washington, a city whose economy is dominated by the federal government and an ecosystem of international organizations, lobbying firms, think tanks, and associations. The surrounding metro area is among the largest in the country, and the city draws commuters from Maryland and Virginia suburbs that swell its daytime population well beyond its resident count. The North Capitol Street corridor where the school sits is north of the monumental core, in a part of the city where residential neighborhoods extend outward from the downtown grid. Housing in this zip code carries values above the District's overall average, and the broader market has seen a recent dip in home prices alongside a modest rise in rents, which tracks with the national picture of elevated mortgage rates constraining buyer activity.
No district-level changes or strategic priorities were found in the search for this charter's parent organization, so there is little to report on recent initiatives or shifts in direction. The charter operates as its own local education agency, which is typical for D.C. charter schools, and the district brief returned only directory and profile information rather than substantive programmatic changes.
For a family considering Creative Minds International, the picture from available data is one of a diverse, prekindergarten-through-eighth-grade charter with a community that spans multiple racial and ethnic groups, situated in a relatively expensive part of a government-driven city. The academic results are the area where a parent would most want to ask questions, particularly in math and middle-grade science, where proficiency levels are low. The missing data on special populations, programs, staffing, and discipline means a visit to the school and a conversation with school leadership would be the natural next step to fill in what the numbers here do not cover.
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