High Schools in Girls Global Academy PCS

Girls Global Academy PCS is the sole high school serving grades 9 through 12 in the Girls Global Academy PCS district, a single-school charter local education agency located in downtown Washington, DC, with 183 students enrolled. This small all-girls public charter school operates as its own district, so school-level and district-level data are identical. The school stands out for its exceptionally low student-to-teacher ratio of 7.1 students per teacher and high per-pupil spending of $31,657, which are substantially more favorable than most traditional schools. However, these resource advantages do not currently translate into strong academic outcomes, as the school has received just 2 stars in the most recent state accountability rating.

Academic proficiency at Girls Global Academy PCS is far below DC state averages. In the 2025–2026 school year, only 1.2% of students were proficient in mathematics across all grades, compared to 28.2% statewide, a striking 27-point gap. Geometry proficiency was similarly low at 2.7% versus 14.7% statewide. English Language Arts performance was somewhat better but still trailed the state, with 20.1% proficient compared to 39.6% statewide. Within ELA there is notable variation: English II proficiency reached 28.5%, while English I was just 12.5%. ELA results also declined sharply from the prior year, with all-grades proficiency falling from 26.2% to 20.1% and English I dropping 17.7 points between 2024–2025 and 2025–2026.

The school's state ranking has trended downward, falling from 17th out of 34 DC high schools (50th percentile) in 2023–2024 to 27th out of 36 (25th percentile) in 2025–2026, with its star rating dropping from 3 to 2 stars. Despite very low test scores, the graduation rate of 77.5% is close to the state average of 78.7%, suggesting students are progressing toward graduation even while facing significant academic challenges. No free/reduced-price lunch data is reported, which limits equity-based analysis. For parents considering this school, the most urgent concerns are math achievement, English I performance, and reversing the school's declining trajectory; the favorable student-teacher ratio and per-student spending indicate resources exist but are not yet producing strong academic results.