The top reported proficiency rate is 28% in English language arts. The lowest is 11% in Science.
Original Research by School Decision on Dr. Joseph F. Pollack Academic Center of Excellence
The Dr. JosephF. Pollack Academic Center of Excellence is a single-school district serving kindergarten through eighth grade in Oakland County, Michigan. It functions as one building under a district structure, and the enrollment is small for a K through 8 setup, with roughly even distribution across the grades. The student body is almost entirely Black, with a tiny handful of students identified as multiracial or white. No free-or-reduced-price-lunch data, special-education counts, or English-learner figures were reported, so the socioeconomic and support-service picture is incomplete from the available data. A parent would need to ask the school directly for those details.
On state assessments, the academic results tell a mixed story. English language arts is the relative bright spot. Proficiency in the upper elementary and middle grades reaches into the upper portion of the class in some grades, with eighth-grade ELA standing out as the strongest result across all tested subjects and grades. Third grade and fifth through seventh grade ELA also show a meaningful share of students meeting proficiency. Fourth-grade ELA is the weakest link in that subject. Math, by contrast, is low across every grade tested. Several grades show proficiency at or near the bottom of the reporting range, and even the strongest math grade sits well below what most Oakland County districts post. Science and social studies results are also low, with fifth-grade science and fifth-grade social studies particularly weak and eighth-grade results in those subjects somewhat better but still modest. A parent considering this school may want to look into how math instruction is structured and what intervention supports are in place, since the ELA results suggest some students are capable of strong work but the math pipeline is not producing comparable outcomes.
When placed among Oakland County's districts, the overall proficiency index sits below the midpoint. Oakland County is a large, diverse set of districts with a wide performance spread, and this district lands in the lower portion of that range. The same pattern holds for chronic absenteeism, which falls in the bottom quartile among county districts, meaning a substantial share of students are missing school frequently. That figure is a concern because absenteeism compounds academic difficulty, and a parent would want to understand what the school is doing to improve attendance. Per-pupil spending sits in the middle range but in the lower half compared with neighboring districts, so the school is not dramatically underfunded relative to its peers, but it is also not resourced at the top end.
Because this district ends at eighth grade, there is no graduation rate to report, and the transition to high school is a question the data cannot answer. A family would want to know which high schools former students tend to move on to and how the school prepares them for that step. No program offerings, course-access details, magnet or charter status, Title I information, staffing data, or discipline records were available, so those dimensions of school life are absent from this picture.
No locale brief or housing data was provided, so there is no grounded description here of the surrounding community, commute patterns, or housing market. The district brief search returned only directory and fiscal snapshot data, with no reports of curriculum changes, referendums, property-tax shifts, or pedagogy reforms meeting a lasting-impact threshold. So the recent history of the district, in terms of policy or program direction, is not captured in the available material.
What the data does show is a small, nearly entirely Black K through 8 district where ELA in the upper grades is the clearest academic strength, math is a persistent weak area across all tested grades, absenteeism is high, and spending is middling for the county. For a parent weighing this school, the most productive next step would be a direct conversation with school leadership about math instruction, attendance interventions, and the high school transition, since those are the areas where the numbers raise the most questions and the available data runs thinnest.
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