The top reported proficiency rate is 42% in Math.
Original Research by School Decision on Concord Academy - Petoskey
Concord Academy - Petoskey is a single-school district in Emmet County, Michigan, serving students from kindergarten through twelfth grade. With a total enrollment of roughly one hundred forty students spread across all thirteen grades, this is a very small setting where individual grade-level cohorts are sometimes in the single digits. The student body is predominantly white, with a modest representation of students identifying as American Indian or Alaska Native and students of two or more races.
The size of this district shapes nearly everything about how it operates and how its performance can be measured. State assessment data from the most recent year is almost entirely suppressed. Only third grade results were reported, showing a moderate share of students reaching proficiency in both math and English language arts. Every other tested grade between fourth and eighth had no tested students recorded, and science and social studies results were likewise suppressed. This pattern reflects the reality of a very small school where many grade-level cohorts are too small to produce reportable results. A parent looking for a fuller academic picture will likely need to ask the school directly, since the publicly available testing data offers only a narrow glimpse.
When the one available proficiency figure is compared against other districts in Emmet County, Concord Academy lands in the bottom quartile. That comparison should be read with caution, since it rests on a single grade-level data point in a single subject area, while neighboring districts have results across many grades. The comparison set is explicitly among Emmet County's districts, a group of five, and Concord Academy's limited data makes a like-for-like read difficult.
Chronic absenteeism, by contrast, is a reported figure across the district and it stands high. Among the county's districts, Concord Academy's chronic absenteeism rate places it in the bottom quartile, well above the county median. This is a soft spot a parent may want to look into further with the school, as high absenteeism can affect both individual learning and the classroom environment, and its causes in a small community setting can vary widely.
On the spending side, per-pupil current expenditure is in the lower range compared to county peers, sitting well below the county median. This may reflect the efficiencies and constraints that come with running a single small school, though the data does not provide a breakdown of how funds are allocated.
Several important pieces of information were not available. Free or reduced-price lunch counts were missing, so there is no direct measure of economic need among the student body. Special population data, including students with individualized education programs and English learners, was also not reported. No graduation rate was available for comparison purposes. No locale brief was provided, so there is no detail here about the surrounding community, housing market, or commute patterns. The district brief search turned up no recent referendums, curriculum changes, property-tax shifts, or other parent-relevant developments, so there is nothing new to report on that front. Program offerings, course access, staffing details, and discipline data were absent as well.
What the available data describes is a very small, kindergarten-through-twelfth-grade district where class sizes are intimate and the full academic picture is hard to capture through standard state testing alone. Families considering this school would benefit from direct conversation with staff about how instruction is organized across such small cohorts, what the absenteeism pattern looks like day to day, and what academic and extracurricular opportunities are available given the resource levels described.
See more original research from School Decision →