Summary
International Charter School is a K–5 elementary school serving 377 students in Pawtucket, Rhode Island. In 2025–26, proficiency was 26% in English language arts (ELA), 29% in math and 39% in science; ELA and math were below state results, while science was above. The clearest strength is science: the school was the top science performer among eight nearby schools serving through grade 5, and its 39% proficiency rate was about 8 points above the state.
Compared with its district, International Charter’s overall results were very close: ELA and math were each about even with district rates, and science matched the district. Locally, it tied with Agnes E. Little School for second-highest ELA and ranked third in math; its ELA and math results were about 8 and 1 points above the nearby-school averages. Results vary by grade: third-grade ELA and math were 21% and 22%, respectively, about 18 and 15 points below state results. By contrast, fourth-grade math was 38%, about 3 points above the state, and fifth-grade ELA was 36%, about 5 points above. In science, International Charter led the next-highest nearby school, Francis J. Varieur School, by about 3 points.
Math improved steadily from 24% in 2022–23 to 29% in 2025–26, while science rose 6 points overall after a sharp one-year drop and rebound; ELA gained about 1 point overall. SchoolDigger ranked the school in the 40th statewide percentile with 2 stars, up from the 31st percentile the year before; that was the third-highest percentile among the school and ten nearby schools. Its student-teacher ratio was 17.1, higher than every nearby school’s reported ratio, while its free/reduced-lunch rate of 66% was the lowest nearby. SchoolDigger’s effectiveness ranking for African American students was notably higher than its overall standing: the group was at the 95th percentile, rank 2 of 43. Its English Language Learner ranking also rose notably, from the 36th percentile in 2024–25 to the 69th in 2025–26. State comparisons for earlier years were not provided, so changes in the school’s gaps with the state cannot be assessed.
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