The reported proficiency rate for English language arts is 15%.
Original Research by School Decision on Bartlett Educational Center
Bartlett Educational Center is an alternative school within the Erlanger-Elsmere Independent district, serving students in grades six through twelve. It is located in Erlanger, a suburban city in Kenton County that forms part of the Cincinnati-Northern Kentucky metropolitan area. Erlanger has a mix of residential neighborhoods and significant industrial and logistics development, with major employers including Amazon, Wayfair, and Toyota Boshoku America concentrated near the Cincinnati-Northern Kentucky International Airport and along interstate corridors. The city is car-oriented, with limited walkability, and its civic functions are spread along corridor roads rather than a traditional downtown square. Housing values in the area sit near the middle of the national range, and rents have been rising modestly.
The school’s enrollment is quite small. A substantial share of students qualify for free or reduced-price lunch. The student body is majority white, with Black students and students identifying as two or more races each making up notable shares, and a small Hispanic presence. The grade span runs from middle school through high school, with the largest groups in ninth and twelfth grades.
Because this is an alternative school, the state testing data is largely suppressed. Kentucky’s accountability system suppresses results when the number of tested students is very small, and that is the case here for nearly every tested subject and grade. The lone exception is eighth-grade English language arts, where a small share of students scored at the proficient level. The comparison to other Kenton County districts places the school in the bottom quartile for overall proficiency, a position that reflects both the suppressed figures and the single reported rate. A parent looking for standard test-score measures will find very little to go on here, which is typical for alternative placements that serve students who have struggled in traditional settings.
No graduation rate was reported. That absence may be a function of the school’s alternative nature and its small graduating cohort, but the data does not give the exact reason. Chronic absenteeism data is also missing. Neither the state nor the district brief turned up any recent strategic changes or initiatives for the district that would shape a parent’s understanding of what is ahead.
The school operates as an alternative setting for middle and high school students. That designation often means it serves students who need a different academic environment or behavioral support, whether because of credit recovery needs, disciplinary placements, or other circumstances that make a traditional comprehensive school a poor fit. For a family considering this school, the first question is not about test scores or college-going metrics but about whether the school’s mission aligns with the student’s needs. Because the data provides no insight into the specific programs, counseling supports, or instructional approach in place, a parent or guardian would want to contact the school directly to understand what kind of academic pathway and student support is offered. The small enrollment suggests a highly individualized environment, but the publicly available information does not describe how that environment works in practice.
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