The top reported proficiency rate is 23% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Nah Tah Wahsh Public School Academy
Nah Tah Wahsh Public School Academy is a single-school district in Menominee County, Michigan, serving students from kindergarten through twelfth grade. The enrollment is very small, with only a handful of students per grade level across the entire K-through-12 span. The student body is overwhelmingly American Indian or Alaska Native, making this a distinctly Native-serving school. The district operates one school under its own governance, and publicly reported information from the school's website indicates it is connected to the Hannahville community.
State assessment results from the most recent school year show proficiency levels that are low across mathematics, English language arts, science, and social studies. In math, only a small fraction of tested students reached proficiency in the early elementary grades, and several grade levels showed no students meeting the proficiency benchmark at all. English language arts results followed a similar pattern, with modest proficiency in a few grades and none in others. Science and social studies results were also at the low end, with no proficient students reported in the tested grades. When measured against other districts in Menominee County, the school's overall proficiency sits in the bottom quartile. The tested cohorts are extremely small, sometimes only a dozen or so students per grade, which means a single student's performance can shift the picture dramatically. Still, the pattern is consistent across subjects and grades.
Chronic absenteeism is a concern here. The school's rate places it in the bottom quartile among Menominee County's districts, meaning a substantial share of students are missing a meaningful portion of the school year. High absenteeism and low proficiency often travel together, and a parent may want to ask the school directly how it is working to improve attendance and what supports are in place for students who fall behind.
On the spending side, the district's per-pupil current expenditure is in the upper range compared with neighboring districts in the county. This suggests that despite the small scale, the school has resources to work with, which could reflect targeted funding for Native-serving or small rural schools, though the data does not specify the funding sources.
Graduation rate data was not available for this district. Because the school does serve high school grades, the absence of a reported graduation rate may reflect the very small senior class size, privacy protections, or reporting particularities tied to the school's status. A parent with a high school-aged student would want to ask the school directly about graduation outcomes and post-secondary transitions.
Information on free or reduced-price lunch eligibility, special education rates, and English learner status was not available in the data provided. The same is true for staffing ratios, course access details, discipline data, and locale context. Without these pieces, it is hard to form a full picture of the school environment and student support infrastructure from data alone.
What is publicly reported on the school's own website points to real investment in enrichment and facilities. Beginning in 2021, the school expanded its music and art programs to include elementary music, middle and high school band, music appreciation, and a weekly art club. These offerings did not previously exist. A new playground was installed in 2022, upgrading outdoor facilities for younger students. These additions suggest attention to the whole-child experience beyond the tested subjects.
For a family considering this school, the defining characteristics are clear. It is a very small, Native-majority, K-through-12 community with close-knit cohorts and a single building. Academic proficiency as measured by state tests is currently low, and absenteeism is high. At the same time, the school appears to be putting resources into arts, music, and facilities, and per-pupil spending is strong relative to its neighbors. Families whose priorities include cultural connection, small class sizes, and a community-centered environment may find value here, while those focused primarily on standardized academic outcomes will want to have a direct conversation with school leadership about how instruction and student support are being strengthened.
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