The top reported proficiency rate is 29% in Math. The lowest is 11% in Social studies.
Original Research by School Decision on Da Vinci Schools
Da Vinci Schools is a small charter district in Jackson County, Michigan, serving students from prekindergarten through twelfth grade across two buildings: an elementary school for kindergarten through fifth grade and a secondary school for grades six through twelve. The enrollment is modest, with a noticeable concentration in the high school grades, particularly ninth grade, which is the largest single grade. The student body is predominantly white, with smaller shares of Black students, students of two or more races, and Hispanic students. The district reports no Asian, American Indian or Alaska Native, or Native Hawaiian Pacific Islander students.
The district sits in the bottom quartile among Jackson County's districts on overall proficiency across tested subjects and grades. That positioning reflects a pattern visible in the grade-by-grade state assessment results from the most recent year. In the early elementary grades, proficiency in both math and English language arts lands in a moderate range, with third grade performing comparatively better than fourth. From fifth grade onward, math results drop sharply, with several grades showing very few or no students reaching proficiency. English language arts follows a similar arc through the middle grades before rebounding in eighth grade, where the PSAT-based results show a stronger share of students proficient. Science and social studies results are also low, with eighth-grade social studies particularly weak.
A parent reading these results should keep in mind that the tested counts in each grade are small, sometimes fewer than two dozen students. In a cohort that small, a few students moving in or out, or a handful of strong or weak test sessions, can shift the picture from year to year. The trend data needed to see whether these results are improving or declining was not available, so there is no directional read to offer here.
The chronic absenteeism rate stands out as a serious concern. Da Vinci Schools reports a rate that places it in the bottom quartile among Jackson County's districts, and it is far above the county median. A rate this high means the majority of students are missing substantial instructional time, which is consistent with the low proficiency results and may also reflect the nature of a charter population that draws from across a wider area. A parent considering this district would want to ask the school directly what is driving absenteeism and what interventions are in place.
Per-pupil current spending sits in the middle range among the county's districts, in the lower half. The district operates on a budget that is modest relative to some neighbors but not at the bottom.
Several data points a parent might expect are absent. Free or reduced-price lunch counts are not reported, so the economic profile of the student body is unclear. Special education and English learner counts are also missing. No graduation rate is available, and the county comparison set does not place the district on that metric. No housing data, locale description, or community context was provided, so there is no read on the surrounding rental market or residential setting.
The district brief, drawn from publicly reported sources, notes that Da Vinci Schools operates as an independent charter district and has longstanding programs in virtual learning, dual enrollment, and individualized education plans. No recent parent-relevant changes, such as leadership transitions, program additions, or facility shifts, were found.
For a family weighing this district, the academic results are weak across most grades and subjects, and the absenteeism rate is alarmingly high. The small cohort sizes mean the data should be read with caution, but the consistency of low results from grade to grade, combined with the attendance problem, suggests a parent would want to ask specific questions about academic support, attendance policy, and what the school's improvement plan looks like before enrolling. The dual enrollment and virtual learning options may appeal to families seeking flexibility, and the individualized education plan approach may suit students who need a nontraditional setting, but the evidence on measured outcomes is not encouraging.
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