IDAHO ARTS CHARTER SCHOOL, INC.

Grades Served:
Kindergarten - Grade 12

Menu

Student Achievement

Are students in this district meeting grade level expectations?

Idaho content standards establish the knowledge and skills that all students should master by the end of each grade level. Students meeting grade level expectations demonstrate proficiency on the statewide assessments aligned to the content standards.

Only students who spend most of the year enrolled in their school are included when reporting the performance of students.

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

(99.9% participation rate)

58.9%

2023 Target: 68.7%

Back

English Language Arts/Literacy

58.9%

Grades served

Grade 3

49.6%

Grade 4

55.0%

Grade 5

54.7%

Grade 6

56.8%

Grade 7

69.0%

Grade 8

60.4%

High School

82.2%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

63.5%

2023 Target: 71.9%

Hispanic or Latino

47.9%

2023 Target: 55.7%

Native Hawaiian or Pacific Islander

N*

Multiracial

56.3%

2023 Target: 69.7%

Gender

Male

58.7%

Female

59.0%

Student Group

Students from Low Income Families

48.4%

2023 Target: 60.4%

Students Learning English

24.4%

2023 Target: 37.9%

Students with Disabilities

14.9%

2023 Target: 43.3%

Students in Foster Care

N*

Students who are Homeless

35.7%

Students from Military Families

N*

Students from Migrant Families

N*

Additional Groups

proficiency

58.9%

2023 Target: 68.7%

participation rate

99.9%

Students Learning English proficiency

24.4%

2023 Target: 37.9%

Students Learning English participation rate

>87%

Mathematics

(99.7% participation rate)

38.1%

2023 Target: 61.1%

Back

Mathematics

38.1%

Grades served

Grade 3

40.9%

Grade 4

46.4%

Grade 5

35.0%

Grade 6

35.1%

Grade 7

39.4%

Grade 8

35.6%

High School

29.8%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

42.8%

2023 Target: 64.4%

Hispanic or Latino

26.5%

2023 Target: 48.0%

Native Hawaiian or Pacific Islander

N*

Multiracial

35.5%

2023 Target: 61.5%

Gender

Male

44.5%

Female

34.5%

Student Group

Students from Low Income Families

32.9%

2023 Target: 53.5%

Students Learning English

13.3%

2023 Target: 38.1%

Students with Disabilities

10.6%

2023 Target: 43.5%

Students in Foster Care

N*

Students who are Homeless

33.3%

Students from Military Families

N*

Students from Migrant Families

N*

Additional Groups

proficiency

38.1%

2023 Target: 61.1%

participation rate

99.7%

Science

(100.0% participation rate)

46.9%
Back

Science

46.9%

Grades served

Grade 5

38.8%

Grade 8

53.5%

High School

53.3%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

54.0%

Hispanic or Latino

28.4%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Gender

Male

52.8%

Female

43.9%

Student Group

Students from Low Income Families

37.2%

Students Learning English

<30%

Students with Disabilities

<17%

Students in Foster Care

N*

Students who are Homeless

N*

Students from Military Families

N*

Students from Migrant Families

N*

Idaho Reading Indicator *

Fall 2022 Proficiency

57.7%
Back

Fall 2022 Proficiency

57.7%

Grades served

Kindergarten

56.6%

Grade 1

56.8%

Grade 2

57.5%

Grade 3

59.8%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

63.4%

Hispanic or Latino

44.3%

Native Hawaiian or Pacific Islander

N*

Multiracial

60.7%

Student Group

Students from Low Income Families

52.0%

Students Learning English

28.2%

Students with Disabilities

24.4%

Students in Foster Care

N*

Students who are Homeless

54.5%

Students from Military Families

N*

Students from Migrant Families

N*

Spring 2023 Proficiency

64.6%
Back

Spring 2023 Proficiency

64.6%

Grades served

Kindergarten

67.0%

Grade 1

63.2%

Grade 2

67.2%

Grade 3

61.2%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

70.8%

Hispanic or Latino

49.2%

Native Hawaiian or Pacific Islander

N*

Multiracial

68.0%

Student Group

Students from Low Income Families

52.4%

Students Learning English

34.2%

Students with Disabilities

22.4%

Students in Foster Care

N*

Students who are Homeless

N*

Students from Military Families

N*

Students from Migrant Families

N*

School Year Fall-to-Spring Change

6%

The fall-to-spring change in IRI proficiency is calculated only among students who took both assessments at the entity listed on this page. This result may not match the difference between the separately reported fall and spring rates.

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.

How do students in this district compare?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

District

58.9%

State

52.2%

Mathematics

District

38.1%

State

41.5%

Science

District

46.9%

State

41.6%

Idaho Reading Indicator *

Fall 2022 Proficiency

District

57.7%

State

56.7%

Spring 2023 Proficiency

District

64.6%

State

66.6%

How did students in this district do in the past?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

Mathematics

Science

Idaho Reading Indicator *

Spring Proficiency

Fall Proficiency

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.