The top reported proficiency rate is 77% in Science. The lowest is 26% in Math.
Original Research by School Decision on Kensington Woods Schools
Kensington Woods Schools is a small charter district in Livingston County, Michigan, serving grades six through twelve under a single school. The district is publicly reported as authorized by Central Michigan University. With just over one hundred students spread across seven grade levels, this is a compact setting where classmates are few and grade cohorts are tight. The student body is predominantly white, with a small number of Hispanic students and students of two or more races. No Black, Asian, American Indian, or Pacific Islander students were reported. Free or reduced-price lunch data was not available, nor were counts for students with individualized education programs or English learners, so the socioeconomic and special-population picture here is incomplete.
State testing results for the most recent year are a mixed picture, and the small cohort sizes mean each grade's results rest on very few test-takers. Sixth-grade results were suppressed because no students were tested in that grade. Among seventh graders, under a quarter reached proficiency in math, while roughly two in five were proficient in English language arts. Eighth grade tells a different story. On the PSAT-based measures, fewer than a third of eighth graders were proficient in math, but a strong majority reached proficiency in ELA. Science and social studies results for eighth grade were similarly strong, with most students clearing the proficiency bar. The contrast between math and other subjects is consistent across both tested grades, and a parent may want to look into how the school supports math instruction further.
Against its peers among Livingston County's districts, Kensington Woods sits above the midpoint in overall proficiency across tested subjects and grades. That placement is driven largely by the eighth-grade science, social studies, and ELA results. Per-pupil current spending falls in the middle range of the county's districts, in the lower half. Chronic absenteeism, though, stands in the bottom quartile among county districts, well above the county median. This is a soft spot worth a parent's attention, because persistent absence can affect both individual progress and classroom pace, and the school may be able to share what it is doing to address it.
No four-year graduation rate was reported for this district. This kind of gap can reflect the nature of a small charter serving a narrow grade band, where cohort sizes may be too small for stable reporting or the state may not calculate the metric for this entity type. The data does not give a specific reason, so a parent asking about graduation outcomes should contact the school directly.
The district brief turned up no evidence of property tax shifts, bond referendums, curriculum overhauls, or other district-wide changes that would carry lasting impact for families. No locale brief was available, so there is no sourced housing, commute, or community context to describe here. Program offerings, course access details, staffing ratios, and civil-rights data were also absent from the available data, so those areas are left out rather than guessed at.
What the available evidence describes is a very small charter secondary program with strong eighth-grade results outside of math, a math proficiency level that lags, and an absenteeism rate that runs high for the county. Families considering this district would be looking at an intimate environment where peer cohorts are small and individual attention is structurally possible, but where engagement and attendance appear to be an active challenge. Asking the school about its math curriculum, its attendance interventions, and its graduation outcomes would be a reasonable next step.
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