The top reported proficiency rate is 9% in English language arts. The lowest is 8% in Math.
Original Research by School Decision on Mid-michigan Leadership Academy
Mid-Michigan Leadership Academy is a single-school district serving pre-kindergarten through eighth grade in Ingham County, Michigan. It operates one building, MidMichigan Leadership Academy, and the district is organized around that single campus. The enrollment is small for its grade span, with a student body that is predominantly Black, with a multiracial contingent as the next largest group, and smaller Hispanic, white, and American Indian or Alaska Native populations. Free-or-reduced-price lunch data, special-education counts, and English-learner counts were all missing from what was available, so the economic and special-population picture is incomplete. A parent who needs that information would want to ask the school directly.
State testing results from the most recent Michigan assessments paint a concerning academic picture. Across every tested grade and subject, proficiency rates are very low. In math, students in third through seventh grade showed proficiency in the single-digit or near-single-digit range, with several grades reporting no students meeting proficiency benchmarks. Eighth grade, tested via the PSAT, showed proficiency in a similarly low range. English language arts followed the same pattern: third through sixth grade landed in the lowest reported band, seventh grade showed a slight uptick, and eighth grade remained low. Science and social studies results, tested in fifth and eighth grade, were also at the bottom of the reported ranges. When placed among Ingham County's districts, the overall proficiency index sits in the bottom quartile. This is a clear soft spot, stated plainly. A parent considering this school should look into how the building approaches core instruction, intervention, and academic support, because the state results indicate most students are not yet reaching grade-level benchmarks.
Chronic absenteeism is another area where the data tells a difficult story. The rate sits in the bottom quartile among Ingham County's districts, meaning students here miss school at a substantially higher rate than the county median. Chronic absenteeism compounds academic challenges, and a parent would want to understand what the school is doing to improve daily attendance and engagement.
On the spending side, per-pupil current expenditure falls in the middle range of Ingham County's districts, in the lower half. This is neither the most nor least resourced district in the county, sitting below the median but above the lowest-spending districts. It is a neutral descriptor of how the district funds its operations.
Because the district serves only through eighth grade, there is no graduation rate, no high school course access data, and no college-readiness metrics to report. That absence reflects the grade band, not a gap in the data. Similarly, no Advanced Placement, dual-credit, or career-pathway program information was available in the provided material, and we did not find it, so we left it out rather than guess. Civil-rights data, staffing counts, and discipline information were also absent.
The district brief search found no evidence of recent programmatic or structural changes. Publicly reported information surfaced only basic charter school details without documented lasting changes over the relevant period. No locale brief was available for the surrounding community, so there is no housing, rental, or neighborhood-character context to draw from here.
What the available evidence describes is a small, single-campus elementary-and-middle school with a predominantly Black student body, positioned at the lower end of Ingham County's academic and attendance measures, with middling per-pupil funding. The academic results are the dominant fact a parent would encounter. Families considering this school should ask directly about the instructional plan, tutoring or intervention structures, attendance interventions, and what the classroom experience looks like day to day, because the state data alone does not answer those questions.
See more original research from School Decision →