The top reported proficiency rate is 64% in English language arts. The lowest is 41% in Math.
Original Research by School Decision on Charyl Stockwell Academy
Charyl Stockwell Academy is a single-district charter system in Livingston County, Michigan, serving students from kindergarten through twelfth grade across three schools: an elementary campus, a middle school, and a high school. The enrollment is modest for a district spanning all grade levels, and the student body is predominantly white, with small Hispanic and multiracial populations and very small Black, Asian, and American Indian populations. Economic disadvantage data, special education rates, and English learner figures were not reported, so a parent would need to ask the school directly for that picture.
On state assessments, the district's English language arts results are a clear strength. Proficiency is strong in third grade, holds steady through the upper elementary and middle grades, and reaches its highest point by eighth grade on the PSAT. Reading and writing are where this district's students perform best, and the consistency across grade levels suggests the ELA program is working as a coherent pathway rather than a single strong year.
Mathematics tells a different story. Third grade starts at a moderate level, dips noticeably in fifth grade, and then partially recovers through seventh and eighth grade without reaching the same band as ELA. The gap between literacy and math proficiency is wide and persistent. A parent whose child tends to be stronger in reading than in math may find a comfortable fit here; a family concerned about math preparation may want to look into how the school supports that subject, particularly in the upper elementary transition.
Science results are solid in both tested grades, with fifth grade performing particularly well and eighth grade at a moderate level. Social studies is mixed, with eighth grade notably stronger than fifth.
Against its comparison set, among Livingston County's districts, Charyl Stockwell Academy sits above the midpoint on overall proficiency. That placement is driven almost entirely by its ELA and science performance, since math pulls the composite down. The district's per-pupil current spending is in the lower range among neighboring districts, which a parent may want to consider when thinking about resources, staffing ratios, and program breadth. No graduation rate was available in the data provided, so the high school's completion outcomes cannot be characterized here.
One figure that stands out is chronic absenteeism. The district's rate places it in the bottom quartile among Livingston County districts, meaning a higher share of students miss school persistently than in most peer districts. This is worth a direct conversation with the school, since absenteeism at that level can affect classroom momentum and peer learning even for students who attend regularly.
Beyond the numbers, the data is thin. No locale brief was available, so there is no grounded description here of the surrounding community, housing costs, commute patterns, or growth context. No district brief turned up parent-relevant changes or strategic initiatives. Program offerings, course access, staffing details, discipline data, and civil-rights information were also absent from what was provided. A family evaluating this district would benefit from visiting the campus, asking about the high school curriculum and graduation outcomes, and understanding how the charter structure shapes enrollment, governance, and accountability compared with the traditional public districts nearby. The academic signal is real on the literacy side, and the math and attendance patterns are the areas most worth probing.
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