The top reported proficiency rate is 50% in English language arts. The lowest is 37% in Math.
Original Research by School Decision on Leadership Academy of Utah
Leadership Academy of Utah is a charter school serving grades six through twelve, headquartered in Clearfield, Utah, and operating as its own single-school district. It is a state-funded online charter school, which means students primarily learn remotely, and it draws families from across the region rather than a single neighborhood attendance zone. The school has a relatively small enrollment for a secondary school serving seven grade levels, with the largest single grade in the middle range and the smallest at the entry point.
The community context is Clearfield, a mix of residential neighborhoods, commercial corridors, and a substantial industrial and warehousing district anchored by the Freeport Center. Hill Air Force Base, one of Utah’s largest employers, sits along the city’s eastern border, and the presence of major employers like Lifetime Products and Alliant Techsystems gives the local economy an industrial and defense-oriented base. The city grew rapidly from the 1940s onward and continues to develop, with a young population and a median age in the late twenties to early thirties. Civic amenities are clustered near the municipal center, and a FrontRunner commuter rail station provides regional transit. Housing in the area is valued around the state median, and rents track similarly, though precise affordability relative to local incomes is not detailed here.
Academically, state assessment results are available for math, English language arts, and science for the grades tested under Utah’s RISE assessment. On a composite measure of proficiency across those subjects, the school sits below the midpoint when compared to other districts in Davis County. In English language arts, about half of students met the proficiency threshold. In math, the share was lower. In science, the share was close to the midpoint between those two. These figures give a general sense of academic performance but come with some caveats: participation rates were not reported in the data, and a cut-score change in English language arts occurred in a recent year, which may affect comparability of results over time. A parent may want to ask the school directly about how it supports students who are below benchmark and how it tracks progress year to year.
The student body is predominantly white, with small shares of Hispanic, Asian, Black, and multiracial students. About an eighth of students qualify for free or reduced-price lunch, a rate that is not high for a public school but still indicates some economic diversity. Data on students with disabilities and English learners was not available, so it is unclear what share of the population receives special education services or language support. That gap may reflect the school’s online charter nature, and families with students who have an Individualized Education Program or are learning English should ask the school directly about how those services are delivered in a remote setting.
Graduation rate data was not available in the dataset, which is unusual for a school serving grades nine through twelve. This could be because the school does not yet have a cohort that has reached four years, or because the data was not reported. Either way, it is a gap a parent would want to clarify if they are looking at this school for high school completion.
The school’s charter status means it operates with some autonomy from traditional district policies, and families choose to enroll. For a parent considering Leadership Academy of Utah, the key characteristics are clear: this is an online school with a modest-sized secondary enrollment, located in a growing industrial and suburban city, serving a mostly white and lower-poverty student body, with academic results that are below the county midpoint and a notable absence of graduation data. It would fit a family seeking a remote learning environment where the student works from home, but it offers less clarity on outcomes for high school completion and on support for students with special needs.
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