Cincinnati Technology Academy

There is one school in this area: Cincinnati Technology Academy, a K–8 elementary school at 3729 Harding Ave in Cincinnati (45211), which also operates as its own district, Cincinnati Technology Academy. It is a very small school — 142 students spread across nine grade levels, roughly 16 per grade — with a student–teacher ratio of 14.2 in 2024-2025 and per-student spending of $6,747, a figure that comes from 2018-2019 and is therefore several years out of date. Because there are no other schools in this data set, there is nothing to compare it against; the picture below is all within this one building.

Performance has swung widely from year to year. Statewide, the school ranked in the 1st percentile in 2023-2024, the 36th percentile in 2024-2025, and the 14th percentile in 2025-2026 — the kind of swing that small grade-level groups can produce on their own. In 2024-2025, five of fourteen reported grade-and-subject results were at or above the state average, in 3rd–5th grade reading and 6th–7th grade math. In 2025-2026, none of the twelve reported results was at or above the state average, and ten of twelve matched comparisons declined. Two results look persistently weak rather than just uneven: 5th grade Science was 0% proficient in both years against a state rate in the low 60s, and 8th grade English language arts sat at 10% in 2024-2025 and 9.5% in 2025-2026, roughly 45–49 points behind the state.

One result is clearly improving: 8th grade math rose from 10% to 38.1%, narrowing its gap to the state from about 38 points to about 14. Chronic absenteeism in 2025-2026 was 54.5%, meaning more than half of students missed enough school to be counted chronically absent — a serious obstacle that sits behind any test-score result. Free/reduced-lunch information is blank, so the school's economic context cannot be assessed, and the reported 63.6% graduation rate is not a meaningful measure for a K–8 building. Given the small group sizes, single-year numbers should be read as directional signals rather than precise measures, and families should ask which year and which measure any judgment of this school is based on.