The top reported proficiency rate is 3% in English language arts. The lowest is 0% in Math.
Original Research by School Decision on Kingsman Academy Pcs
Kingsman Academy PCS is a public charter school in Washington, D.C., serving grades six through twelve from its location on E Street NE in the Capitol Hill area. The school sits in a central, transit-accessible part of the city, near the federal core that defines so much of Washington's economy and identity. The surrounding zip code carries home values above the D.C. state benchmark and well above the national figure, though both local and state housing values have been declining modestly. Rents in the area are similarly above the national norm and have also softened recently. For families considering this school, the housing market is relatively expensive by national standards but in line with broader D.C. pricing, and the trends suggest a cooling rather than an escalating market.
The school's enrollment is small for a secondary program spanning seven grades. What stands out is how unevenly that enrollment is distributed across grade bands. The middle school grades are quite small, while the bulk of the student body concentrates in the early high school years, with enrollment thinning substantially by twelfth grade. This pattern suggests Kingsman functions primarily as a high school, with a modest middle school appendage, and that a meaningful number of students do not persist through to graduation or arrive later in their secondary careers rather than enrolling in sixth grade and continuing through.
The student population is almost entirely Black. A handful of students identify as Hispanic, white, or multiracial, but the school is effectively a single-race community. Whether this reflects drawing patterns, mission, or neighborhood context, it is a defining characteristic of the peer environment. Data on free or reduced-price lunch, special education enrollment, and English learner status were all missing from the available records, so the economic profile of the student body and the level of specialized support needs cannot be characterized here. A parent may want to ask the school directly about these populations.
On academic performance, the available state assessment data tells a difficult story. In math, no students in the tested grade band met or exceeded expectations in the most recent reporting year. In English language arts, only a tiny fraction did. These are among the lowest proficiency levels a school can record, and they apply across the grades three through eight band that the state uses for its long-term goals reporting. A parent considering Kingsman should treat this as a central question: what is the school's plan for moving students toward grade-level work, and what supports are in place for students who arrive performing well below expectations. Science assessment results for eighth grade were suppressed, and the participation rate in that subject was low, which means no reliable science proficiency picture is available from the state data.
Several categories of information that parents often rely on were absent from the data provided. There is no graduation rate, no course access or program information, no staffing or teacher qualification data, no attendance or discipline data, and no civil rights reporting. For a school serving high school grades, the absence of a graduation rate is a substantial gap. The enrollment pattern, with a large ninth grade and a small twelfth grade, makes graduation and persistence data especially relevant. The school does not appear in any neighbor comparison set, so there is no positioned read against nearby schools. No district-level changes or strategic priorities were found in the available research, so there is little to report on recent direction or reform efforts beyond the assessment results themselves.
Kingsman occupies a particular niche in the D.C. charter landscape. It is a small, predominantly Black secondary school in a central location with very low measured proficiency. For a family whose child has struggled in a more traditional setting and needs a smaller environment, the school's size and grade range could be a draw. But the academic data as reported is a serious concern, and the missing information on graduation, staffing, programs, and student support services means a parent would need to do direct outreach to the school to fill in the picture before making a decision. The data that is available is clear enough to warrant that further conversation rather than serving as a complete account on its own.
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