The top reported proficiency rate is 18% in English language arts. The lowest is 10% in Math.
Original Research by School Decision on Aloma High Charter
Aloma High Charter sits on North Semoran Boulevard in Winter Park, a city in Orange County that built its identity as a planned residential community and today mixes historic bungalows and lakefront estates with a walkable Park Avenue downtown anchored by boutique shops, Rollins College, and Central Park. The housing market here sits above both the state and national midpoints, and values have edged down slightly over the past year. Renting is slightly more affordable than owning on a monthly basis, though rent-to-income ratios are meaningful. Winter Park is largely built out, with new construction coming from teardown-and-rebuilds rather than new subdivisions, so the community has a settled character rather than a growth-phase feel.
The school itself is a charter, classified as an alternative school, serving grades seven through twelve. The enrollment is weighted heavily toward the upper grades, with the vast majority of students in eleventh and twelfth grade and only a small number in seventh and eighth. That distribution matters for understanding everything else about this school. It is not operating as a conventional middle-high pipeline; it appears to be serving older students who are working toward completion, which is a common profile for alternative settings.
The student body is predominantly Hispanic, with Black and white students making up most of the remainder. Very few students are identified as qualifying for free or reduced-price lunch, which is an unusually low share for any school and may reflect how enrollment is tracked in this setting rather than the actual economic circumstances of families. Data on English learner status and students with IEPs was not reported, so those dimensions of the student environment are not visible here.
State assessment results are available only for the small number of eighth-grade students. The seventh-grade results were suppressed, likely because the group is too small to report. Where eighth-grade results were reported, proficiency rates in both math and ELA were low. Compared to districts in Orange County, the school's overall proficiency index places it in the bottom quartile of that comparison set. A parent should read those numbers in the context of what alternative schools are and who they serve. Students who land in alternative settings typically arrive with interrupted academic histories, credit deficits, or circumstances that made a conventional school a poor fit. Raw proficiency comparisons against traditional district schools do not tell the same story they would for a neighborhood school. A parent considering this school for a student who fits that profile may want to ask the school directly about credit recovery pathways, how it supports students toward graduation, and what outcomes it tracks for completers.
A graduation rate was not available in the data, which is a gap worth noting. For an alternative school with a large twelfth-grade cohort, the graduation rate would be among the most meaningful indicators of whether the school is delivering on its core promise. That data was not reported or was not available here, and a parent should ask the school for that figure directly.
Program and course-access data was not provided, so it is not possible to say what curriculum, vocational tracks, or support structures the school offers beyond what the classification implies. The district brief for Orange County public schools did not yield confirmed parent-relevant changes within the research available.
For the right student, an alternative charter serving older grades fills a genuine need that conventional schools are not designed to meet. The academic attainment data as reported is low, and the graduation rate gap in this data set is real. Those are facts to hold alongside the school's purpose rather than against it. A family weighing this option should press the school on completion rates, post-graduation planning, and what a typical student's path through the school looks like.
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