The top reported proficiency rate is 50% in English language arts. The lowest is 18% in Science.
Original Research by School Decision on Lincoln-marti Charter Schools(osceola Campus)
Lincoln-Marti Charter Schools (Osceola Campus) is a small kindergarten through eighth grade charter school sitting in Miami's Little Havana neighborhood, on SW 8th Street in one of the city's most historically Latin American residential corridors. Despite the Osceola Campus name and a county designation pointing to Osceola County in its administrative data, the school's physical address and the housing and neighborhood context in the payload place it squarely in Miami. A parent researching this school should be aware of that administrative quirk upfront.
The school is very small, serving only kindergarten through fifth grade in practice based on enrollment data, with no students reported in grades six through eight despite the charter covering through eighth grade. All enrolled students are concentrated in the earliest elementary years. That small scale means a tight-knit environment, but it also means limited breadth in programming, staffing, and extracurricular options compared to a larger school. Program offerings data was not available in what was provided.
The student body is predominantly Hispanic, reflecting the surrounding Little Havana community, with smaller shares of white and Black students. A very modest share of students qualify for free or reduced-price lunch, which is notably low for an urban Miami school in this area and worth a parent asking the school about directly, since it may reflect enrollment patterns, reporting, or how the school's population has been drawn. Data on English learner status and students with IEPs was not reported, so it is not possible to characterize how the school serves those populations.
On Florida's FAST assessments, the school's reading results in third and fifth grade are in a reasonable range by state standards, though fourth grade ELA proficiency drops notably. Math results across tested grades sit below the midpoint, and the fifth grade science result is quite low. These are not catastrophic numbers for a very small school in an urban setting, but they are below what many families would consider comfortable, and the pattern across subjects suggests math and science are areas a parent should ask the school about specifically. Multi-year trend data was not available, so it is not possible to say whether performance is improving, holding, or declining. The comparison against districts in Osceola County was not applicable here given the single-district county setup, so there is no meaningful peer positioning available.
Because the school serves only elementary grades, graduation rate does not apply, and the state's science and social studies assessments are only reported for grade five in this payload.
The surrounding Miami neighborhood context matters for families thinking about daily life. Little Havana is a walkable residential district anchored by Latin American culture, with the city's broader transit network, including Metrorail and the free Metromover people mover, providing access across Miami-Dade. The area sits within a high-cost housing market: home values in the zip code are well above the Florida state median and substantially above the national median, and rents carry a significant cost burden relative to income. Miami-Dade County overall has seen a recent population dip tied to an immigration slowdown, and county school enrollment has declined modestly. Whether that affects this school's trajectory is not clear from what is available.
The Osceola district brief returned no confirmed parent-relevant changes, and there was little to draw on regarding the charter operator's broader strategic direction, so that was left out rather than guessed at.
For a family in or near Little Havana seeking a small, Spanish-community-anchored charter in the early elementary years, this school has a clear cultural fit. The academic results, particularly in math and science, are worth a direct conversation with school leadership about instructional approach and how student progress is tracked over time.
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