Original Research by School Decision on New Visions Chtr Hs-adv Ma/sci Iii
This is a small Brooklyn charter high school, sitting on Avenue X in the southern part of the borough, that serves grades nine through twelve with a focused mission in advanced mathematics and science. Families searching by its older name should know it has undergone a meaningful identity shift: publicly reported information indicates the school rebranded as United Charter High School for Advanced Math and Science III beginning in the 2024-2025 school year, moving away from the New Visions network and into a self-managed structure under the United Charter High Schools name, with full transition expected to be completed by mid-2026. That change is worth confirming directly with the school, since a family researching one name may not immediately connect it to the other.
The school's academic program has a clear STEM orientation. Publicly reported information from the school's own website describes a curriculum structured around an Advanced Regents diploma track that gives students access to at least three Advanced Placement courses. Starting in fall 2025, the school partnered with NAF to build out formal career academy pathways in Computing, Engineering, and Biomedical Science, with internship and dual-credit opportunities attached. That combination of AP access, structured career tracks, and dual-credit options is a genuine programmatic asset for students who know they want a STEM direction early in high school.
State assessment data was not available in the records we reviewed, so it is not possible to characterize proficiency levels from this source. Likewise, a graduation rate was not reported in the data. A parent weighing this school for its academic outcomes would want to ask the school directly for its most recent Regents passage rates, AP participation and pass rates, and graduation figures, and to look at New York State's public reporting on charter school performance.
The student body is small for a four-year high school. A substantial share of students qualify for free or reduced-price lunch, reflecting a high-need economic context. The school's enrollment is predominantly Black, with smaller shares of Hispanic, Asian, and white students. Data on students with IEPs and English learners was not reported in the records available, so a family of a student with a disability or language need would want to inquire about support services specifically. The school adopted a cellphone ban before statewide policy required it, a campus-culture choice that shapes daily student experience and that families tend to feel strongly about one way or another.
The school sits in a Brooklyn neighborhood where housing values run above the statewide midpoint and have continued to climb, with rents also rising year over year. Brooklyn as a whole is a highly walkable, transit-dense environment, which matters for a high school student commuting independently. The borough's economic base in healthcare, higher education, and a growing technology sector gives real geographic relevance to the school's biomedical and computing pathways, since internship and career connections in those fields are present within commuting distance.
Relative to other districts and charter entities in Kings County, no comparison on proficiency, graduation, or chronic absenteeism could be drawn because those figures were not reported in the available data. That gap is worth noting plainly: a parent should not read the missing data as confirmation of any particular performance level, but it does mean the school's standing among its Brooklyn peers cannot be assessed from this source alone.
For a student who wants a structured STEM pathway, is comfortable in a small school with a disciplined campus culture including a phone ban, and is pursuing an Advanced Regents diploma, this school offers a coherent set of programs. The governance transition and the newness of the NAF partnership are both things a prospective family should ask current students and administrators about directly.
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