The top reported proficiency rate is 25% in English language arts. The lowest is 17% in Math.
Original Research by School Decision on Commonwealth Community Development Academy
Commonwealth Community Development Academy is a single-school charter district in Wayne County, Michigan, serving pre-kindergarten through eighth grade. Publicly reported information identifies it as chartered by Eastern Michigan University. The enrollment is small, and the student body is predominantly Black, with a small number of White and Asian students. The district lists pre-kindergarten in its grade band, though the reported enrollment begins at kindergarten.
On state assessments, the academic picture is mixed and, in several subjects, quite low. In math, proficiency rates are low across every tested grade. Third grade is the only math grade where any students reached proficiency, and even there the share is small. Grades four through eight each reported zero proficient students in math, with the state masking exact rates into small ranges that still top out at a low ceiling. English language arts tells a more varied story. The upper elementary and middle-grade ELA results are stronger, with sixth, seventh, and eighth grade each showing a meaningful share of students reaching proficiency. Third and fourth grade ELA, by contrast, are low. Science and social studies, tested in fifth and eighth grade, show very few or no students reaching proficiency in either subject.
When measured against Wayne County's districts, the district's overall proficiency index, which averages reported rates across tested subjects and grades, sits just above the county midpoint. That placement reflects how the stronger ELA results in the upper grades offset some of the very low math, science, and social studies results. A parent looking at these numbers may want to ask the school how it approaches math instruction and intervention, particularly in the elementary grades, and how it plans to build on the stronger ELA outcomes in sixth through eighth grade.
Chronic absenteeism is a concern. The district's rate is above the county midpoint, meaning a larger share of students are chronically absent than at most peer districts in the county. High absenteeism can compound academic challenges, and a parent may want to understand what the school is doing to improve daily attendance.
Per-pupil spending falls in the upper half of the county range, so the academic results are not a story of明显 underfunding relative to neighbors. The resources are there; the question is how they are directed.
Because this district does not serve high school grades, there is no graduation rate to report. That gap reflects the grade band, not a missing result. Several other data points are absent from what was provided. Free or reduced-price lunch counts are missing, as are individualized education program and English learner figures, so it is not possible to characterize the economically disadvantaged population or the special-needs and language-support populations from this data. Participation rates on state assessments are also missing across all tested grades. No locale brief, housing market data, or community economic context was available, so this account cannot speak to the surrounding neighborhood, home values, or rental costs. No program offerings, course access, staffing, discipline, or attendance-policy details were provided either.
The district brief searched for recent parent-relevant changes and found none that cleared a lasting-impact threshold. The school appears to operate quietly as a small charter option without publicly reported shifts in curriculum, pedagogy, or governance in the recent period covered.
For a family considering this school, the strongest signal in the data is that ELA outcomes in the middle grades show real life, while math, science, and social studies are struggling across the board. The absenteeism rate is another factor worth probing. This is a very small school, which can mean close attention from staff but also small peer groups and fewer program options than larger districts can offer. A visit and direct conversation with school leadership about math instruction, attendance supports, and how the upper-grade ELA gains are being sustained would help a parent decide whether the trajectory here fits their child.
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