The top reported proficiency rate is 24% in Science. The lowest is 13% in Math.
Original Research by School Decision on Pittsburgh Faison K-5
Pittsburgh Faison K-5 serves early grades in an intensely high-need urban setting. The school enrolls a student body that is overwhelmingly African American, with a substantial majority qualifying for free or reduced-price lunch. The early-childhood population—a notably large cohort in pre-kindergarten—suggests the school functions as a neighborhood anchor for young children in its area.
The school's academic results are weak across tested grades and subjects. In math and English language arts for grades three through five, proficiency sits in the low range, with only a small fraction of tested students performing at grade level. The most recent science result, from an earlier year, shows similarly low proficiency. Placed against other districts in Allegheny County, Faison's overall proficiency index falls in the bottom quartile, meaning the majority of schools across the county report substantially higher results. These numbers reflect a school serving students with significant academic gaps.
The context matters. Pittsburgh Public Schools has been navigating structural challenges: the district lost a substantial share of its student population over recent years and approved a major facilities and program restructuring in 2026. The district adopted a science-of-reading curriculum (Open Court Reading) beginning in 2023-24, shifting to an explicit phonics approach across K-5. This is the framework now in place at Faison. Additionally, a districtwide property tax increase was approved for 2026, a direct cost consideration for families in the city.
Faison is a neighborhood school serving early elementary grades in a densely residential part of Pittsburgh. No specialized magnet or choice program is attached to the building—it functions as a traditional public school. The district's plan to dissolve elementary magnet programs and redirect families toward neighborhood schools means Faison's role as a primary attendance area school is affirmed, though families previously drawn to magnet options may no longer have them available.
A parent should understand that Faison's students are entering with substantial academic need, and the proficiency measures show the school is currently not closing those gaps at the rate seen in many other county schools. The reading curriculum change is recent and districtwide, so whether it produces measurable improvement at this school remains to be seen. The combination of low proficiency, high poverty concentration, and ongoing district transition creates a high-support environment that may fit families committed to neighborhood-based education or those without other options, but warrants a direct conversation with school leadership about academic strategy, staffing, and supports for students below grade level.
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