The reported proficiency rate for English language arts is 62%.
Original Research by School Decision on Moscow Charter School
Moscow Charter School sits in a college town shaped by the University of Idaho, the state's flagship land-grant institution and the city's dominant employer. The university campus occupies a large stretch of the Palouse hills, separate from but adjacent to the compact downtown core at the crossing of two major highways. Moscow also functions as a regional agricultural and commercial hub for the surrounding Palouse region, with a farmer's market downtown and Paradise Creek flowing through the city from Moscow Mountain to the northeast. The Pullman-Moscow Regional Airport sits a short drive west. This is a small-town setting with campus life woven through it, and the charter school operates within that environment rather than as part of the university itself.
The school serves kindergarten through eighth grade with roughly two dozen students per grade, making it a small, intimate setting. The student body is predominantly white, with smaller representations of Hispanic, multiracial, Asian, American Indian or Alaska Native, and Black students. About one in five students qualifies for free or reduced-price lunch, a modest share relative to many schools serving similar grade bands. Data on individualized education programs and English learner status were not reported, so those are gaps a parent would need to ask the school about directly.
State assessment results from the most recent school year are mostly suppressed or reported as broad ranges, which is common for schools with small testing cohorts where privacy rules prevent the release of precise figures. Across math grades three through eight, results were either given as wide ranges or suppressed entirely. The same pattern holds for English language arts, where most grades came back as ranges or suppressed, though one grade level did report a proficiency rate that a majority of tested students met. Science results for the tested grades followed the same pattern of range reporting or suppression. Because the ranges are wide, they do not tell a parent much about how students are actually performing. A parent looking at these results would want to ask the school directly about classroom-level evidence of learning, since the published state data is too thin to form a clear picture. The one fully reported English language arts figure suggests the school can produce solid proficiency in at least some grades, but the overall assessment picture is incomplete.
The school has no graduation rate because it does not serve high school grades, and that absence is expected for a K-through-eight configuration. No program offerings, course access, staffing, attendance, or discipline data were provided, and there was no comparison fact-set positioning this school against neighbors. Those are substantial gaps, and rather than guess at what the school offers, a parent should contact the school or district for details on curriculum, extracurriculars, and support services.
Housing in Moscow carries a typical home value near the state benchmark and well above the national one, reflecting the presence of the university and the limited supply common to small college towns. Renting costs meaningfully less per month than carrying a mortgage at current rates, which may matter to families weighing a move. The broader economic context shows a national unemployment rate that has held steady, and real median household income has been on a gradual upward path.
What the available data describes is a small charter school in a stable, education-oriented community, with class sizes that allow close attention and a peer environment that is mostly homogeneous. The academic evidence is too sparse to judge, and a parent should treat the suppressed test results as a question to bring to the school rather than as a signal of weakness. Moscow Charter School may fit families looking for a small K-through-eight setting in a college town, provided they do the follow-up work the data gaps require.
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