The top reported proficiency rate is 19% in English language arts. The lowest is 7% in Math.
Original Research by School Decision on Statesmen College Preparatory Academy for Boys Pcs
Statesmen College Preparatory Academy for Boys is a public charter school in Southeast Washington, serving boys in grades four through eight. It operates as a single-school charter LEA, meaning the school itself functions as its own district. The model is built around three publicly reported pillars: blended learning, an extended school year, and a single-gender setting. For families considering an all-male middle-grade environment with a college-preparatory name and a longer academic calendar, this is the essential picture.
The school sits on Livingston Road SE, in a part of the city where housing costs run well below the Districtwide benchmark. Typical home values in the surrounding zip code are meaningfully lower than the broader DC median, and rents are also on the more affordable side for the city. That places the school in a neighborhood where housing access is relatively attainable by DC standards, though the area has seen recent home-value declines while rents have ticked upward. Washington itself, as the locale brief describes, is a federal-government-driven city with distributed civic life across many neighborhoods rather than a single traditional downtown. The Southeast quadrant, where Statesmen is located, is among the parts of the city that have seen substantial development pressure but also carry longer-standing community ties.
Enrollment is modest for a middle-grade school, with the largest concentrations in sixth grade and a tapering off by eighth grade. The student body is almost entirely Black, with a very small number of Hispanic students and students of two or more races. Free-or-reduced-price lunch data was not available in the provided records, so the economic profile of the enrolled families cannot be characterized here. The same gap exists for special-education and English-learner populations; no IEP or EL rates were reported, so a parent would need to ask the school directly about those services.
On the academic side, the most recent DC assessment results show real challenges. In the 2024-25 reporting cycle, math proficiency across grades three through eight was very low, with only a small fraction of students meeting or exceeding expectations. English language arts results were stronger by comparison but still modest, with roughly one in five students reaching proficiency. Science results from the 2022-23 cycle tell a similar story. Fifth-grade science proficiency fell in the lowest reported range, and eighth-grade science proficiency was also low, with only a handful of students testing proficient. Participation rates on the science assessments were solid, so the results reflect broad testing rather than a small sample skewing the numbers. No multi-year trend data was available, so it is not possible to say whether these results represent a decline, a plateau, or early progress in a still-developing school. A parent may want to look into this further with the school, asking specifically what intervention and support structures are in place and how the blended-learning model is meant to move these numbers.
Because the school stops at eighth grade, there is no graduation rate to report, and no high school course access data applies. Program offerings, staffing ratios, attendance, and discipline data were all absent from the available records, so those dimensions of school life cannot be described here. The district brief noted no recent parent-relevant changes beyond the school's ongoing model.
What the data does establish is a school with a clear identity: single-gender, extended calendar, college-prep framing, serving almost entirely Black boys in a Southeast DC neighborhood with relatively accessible housing. The academic results as currently reported are weak across all three tested subjects, and the absence of trend data means a family cannot yet see a trajectory. For a parent weighing this option, the most productive next step would be a direct conversation with school leadership about how the blended-learning and extended-year design translates into classroom-level support, particularly in math, and what the pathway looks like for boys continuing from eighth grade into DC high schools.
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