The top reported proficiency rate is 24% in English language arts. The lowest is 8% in Social studies.
Original Research by School Decision on Francis Reh Psa
Francis Reh PSA is a single-school public school academy in Saginaw County, Michigan. Despite listing a span from prekindergarten through twelfth grade, the enrollment is concentrated in kindergarten through eighth grade, with no students currently in the upper grades. That means there is no graduation rate to report, and the absence is structural rather than a gap in reporting. The district brief turned up no publicly reported news of curriculum changes, bond measures, policy shifts, or funding actions that would clear a lasting-impact threshold, so there is little to say about recent institutional direction.
The student body is small for a district. It is predominantly Black, with a Hispanic minority and a sliver of students identifying as two or more races. White enrollment is nearly absent. The data did not include free-or-reduced-price lunch counts, special education rates, or English learner figures, so a parent looking for information about how the school serves economically disadvantaged students or students with disabilities would need to ask the school directly.
On Michigan's M-STEP and PSAT assessments, proficiency is low across every tested subject and grade. Math results start in the low twenties in the elementary grades and decline into the upper grades, with the eighth-grade math result particularly weak. English language arts is the relative bright spot. While the earliest grades are low, ELA proficiency rises through the middle grades, and the eighth-grade ELA result stands out as the strongest single measure in the data. Science and social studies results are low in both tested grades. Taken together, the district's overall proficiency places it in the bottom quartile among Saginaw County's districts, well below the county median.
Chronic absenteeism is also in the bottom quartile among the county's districts, and the rate is high. A figure this elevated means a large portion of students are missing substantial instructional time, which compounds the academic challenges visible in the test results. A parent may want to understand what the school is doing to address attendance and what supports exist for families facing barriers to consistent attendance. The per-pupil spending picture is more favorable. Current expenditure per pupil sits in the middle range of the county, in the upper half, so the academic results are not a function of spending that is below peers.
No program offerings, course access data, staffing details, discipline information, or extracurricular descriptions were available. The locale brief and community context were also absent, so there is no housing-market information or neighborhood characterization to include. A parent considering this school would have to supplement these gaps with direct outreach.
What the assembled evidence describes is a small, predominantly Black charter school serving the elementary and middle grades in Saginaw County, with spending that is competitive against its county peers but academic outcomes that lag well behind them. English language arts in the upper middle grades is the area where the school shows the most movement. Math, science, and social studies are where the deficits are deepest. The chronic absenteeism rate is a serious concern that likely interacts with those academic shortfalls. A family weighing this school should ask the administration about attendance interventions, instructional support in math and science, and what the pathway looks like for students who continue beyond eighth grade, since no high school grades are currently enrolled here.
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