The top reported proficiency rate is 19% in English language arts. The lowest is 0% in Science.
Original Research by School Decision on Odyssey Academy
Odyssey Academy is a public middle and high school in Rochester serving students in grades six through twelve. It opened in the 2025-26 school year as part of Greece Central School District's community-school model, an approach structured around academic achievement, behavioral support, and partnerships for internships and work-based learning.
The school's enrollment sits around that typical for a district middle and high school combination in the area. About half of students qualify for free or reduced-price lunch. The student body is racially and ethnically mixed: roughly equal shares of white and Hispanic students, a meaningful share of Black students, and smaller populations of Asian students and students of two or more races.
State testing data shows weak academic proficiency across grades six through eight. In grade six, roughly one in four students met proficiency in math and roughly one in three in English language arts. By grade seven, proficiency dropped significantly in both subjects, with math proficiency falling to roughly one in six. Grade eight testing data in math and science was not available, though English language arts proficiency at grade eight was comparable to grade six. Testing participation rates were generally strong in grades six and eight but notably lower in grade seven, which a parent may want to look into further with the school. State testing data for grades nine through twelve was not available; New York does not administer state tests at those grade levels, so graduation rate and college/career outcomes are the relevant measures, though these data were not provided.
The school's proficiency index, a composite measure averaging performance across tested subjects and grades, places it in the bottom quartile relative to other tested schools in Monroe County. The data on which these proficiencies rest includes only the first partial year of operation; the school is very new, and these initial results reflect a starting point rather than a trajectory.
The setting is Rochester, a mid-sized city with a compact downtown and established neighborhoods undergoing revitalization after decades of population loss. The community is anchored by healthcare and higher-education employers, an Olmsted-designed park system, and ongoing downtown housing development. Housing in the 14615 zip code where Odyssey sits is modestly valued, with rental units at typical urban rates. The residential areas surrounding the school are mixed-income neighborhoods with a stock of older homes.
As a public district school opened under a community-school model, Odyssey is positioned to serve students through integrated academic and behavioral supports alongside work-based partnerships. The weak early testing results warrant attention, but the school's startup status and structural focus on engagement and support rather than test preparation should inform how those numbers are read. For a family seeking a school built deliberately around student support systems and real-world learning pathways, the design is intentional. For a family prioritizing high early academic proficiency, the current data and the school's starting point suggest looking closely at what the school can offer and the timeline on which results are expected to improve.
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