The top reported proficiency rate is 11% in Math. The lowest is 10% in English language arts.
Original Research by School Decision on Capital Village Pcs
Capital Village PCS is a small public charter school in Washington, D.C., serving grades five through eight from its location on Edgewood Street NE in the 20017 zip code. It opened in 2020 and has since expanded from its original sixth-through-eighth configuration to include fifth grade, giving families one additional year of enrollment. The school's website publicly reports that it caps enrollment at roughly forty-five students per grade level, and the current numbers bear that out. Total enrollment sits just above one hundred, with the largest cohort in eighth grade and only a handful of students in the newly added fifth grade. The student body is predominantly Black, with a smaller Hispanic contingent and a few students identifying as two or more races. There are no white or Asian students enrolled. The school does not report free-or-reduced-price lunch counts, special education rates, or English learner figures, so families looking for that information will need to ask the school directly.
On the most recent D.C. long-term goals assessment for the 2024-25 school year, proficiency rates were low in both tested subjects. In math, roughly one in ten students met or exceeded expectations. In English language arts, the share was about the same. These are the only state-level academic results available, and they are limited to the grade-three-through-eight band that D.C. uses for its long-term goals reporting. Science results from the prior assessment cycle were suppressed for fifth grade and reported in a very low range for eighth grade, with high participation. No multi-year trend data was available, so there is no clear picture of whether proficiency is moving in any direction. A parent weighing this school may want to look into how the school explains these results and what its improvement plan looks like. Because the school does not serve high school grades, there is no graduation rate to report, and because it is a standalone charter rather than part of a larger district, no neighbor comparison fact-set was provided for this entity.
The academic model, as described on the school's own website, centers on project-based learning with intentionally small class sizes. That is a pedagogical choice that some families seek for the individual attention it can provide, particularly in the middle school years when adolescents benefit from close adult relationships. Whether the small-scale, project-based approach is translating into the academic growth families hope for is a question the proficiency data does not answer on its own, and the absence of trend data makes it harder to read direction.
The surrounding neighborhood context is part of the broader Edgewood Street corridor in Northeast Washington, within a city that functions as the nation's capital and a major employment hub driven by the federal government, international organizations, and a dense network of nonprofits and associations. Housing in the 20017 zip code sits below the D.C. state benchmark but well above the national figure, reflecting the premium that comes with living inside the district. Rents run at a level consistent with a moderately priced D.C. neighborhood, and the broader metro area is among the largest in the country. The school's location places it in an established residential section of Northeast, with access to the city's transit and civic infrastructure.
What Capital Village offers is a deliberately small, community-oriented middle school experience with a project-based approach and a student body that is overwhelmingly Black and Hispanic. The proficiency numbers are low by any standard, and the missing data on special populations and economic indicators leaves a real gap for families trying to assess fit. Families drawn to small settings and project-based pedagogy may find the model appealing on its own terms, but the academic results warrant a direct conversation with school leadership before enrolling.
See more original research from School Decision →