How do these schools compare?
| Metric | FAYETTEVILLE VIRTUAL ACADEMY- DIST CONVERSION CHARTER SCH | OWL CREEK SCHOOL |
|---|---|---|
| Location | FAYETTEVILLE, AR | FAYETTEVILLE, AR |
| School Type | regular | regular |
| Grade Level | other | other |
| Enrollment | 165 | 619 |
| Student:Teacher Ratio | 11.2:1 | 19.3:1 |
| Free/Reduced Lunch | 10.6% | 49.0% |
| Charter School | Yes | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | FAYETTEVILLE VIRTUAL ACADEMY- DIST CONVERSION CHARTER SCH | OWL CREEK SCHOOL |
|---|---|---|
| District Per-Pupil Expenditure | $18,098 | $18,098 |
| District | FAYETTEVILLE SCHOOL DISTRICT | FAYETTEVILLE SCHOOL DISTRICT |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | FAYETTEVILLE VIRTUAL ACADEMY- DIST CONVERSION CHARTER SCH | OWL CREEK SCHOOL |
|---|---|---|
| White | 84.8% | 36.8% |
| African American | 5.5% | 20.0% |
| Hispanic or Latino | 3.6% | 23.3% |
| Asian | 0.6% | 2.9% |
| American Indian / Alaska Native | 0.6% | 0.3% |
| Pacific Islander | 0.0% | 2.6% |
| Multiracial | 4.8% | 14.1% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | FAYETTEVILLE VIRTUAL ACADEMY- DIST CONVERSION CHARTER SCH | OWL CREEK SCHOOL |
|---|---|---|
| AP Courses Offered | 6 | — |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 165:1 | 309.5:1 |
| Chronic Absenteeism | 0.6% | 48.3% |
| IDEA Students | — | — |
| In-School Suspensions | 0 | 22 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.