The top reported proficiency rate is 39% in English language arts. The lowest is 30% in Math.
Original Research by School Decision on Star International Academy
Star International Academy is a Wayne County district serving students from prekindergarten through twelfth grade across two schools, both carrying the district's name. The enrollment is sizable for a single-operator district, with students fairly evenly distributed across the elementary and middle grades and a thinner cohort in the upper high school years. The student body is predominantly white, with small representations of Asian, Black, Hispanic, and multiracial students. Several pieces of demographic information that families often weigh, including free-or-reduced-price lunch counts, English-learner status, and special-education enrollment, were not reported in the available data, so a parent would need to ask the district directly for those details.
On Michigan's state assessments, Star International Academy posts proficiency rates that sit in a moderate band across most grades and subjects. In math, roughly a quarter to just over a third of students reach proficiency depending on the grade, with fourth grade the strongest and eighth grade the softest. English language arts follows a similar pattern in the elementary and middle grades, with most landing in the low-to-mid thirties. A striking exception is eighth-grade ELA on the PSAT, where a strong majority of tested students met proficiency. Science results land in the mid-thirties for both tested grades. Social studies shows a split picture, with fifth grade quite low and eighth grade notably stronger. Across tested subjects and grades, the district's overall proficiency places it in the top quartile among Wayne County's districts, which is a solid standing given the county's large and varied field. No multi-year trend data was available, so it is not possible to say whether these results are rising, falling, or holding steady.
The district's chronic absenteeism rate is reported, and it sits in the top quartile among Wayne County districts, meaning fewer students are chronically absent than at most peer districts. That is a genuine strength, since consistent attendance underpins nearly everything else a school tries to do. On the spending side, per-pupil current expenditures fall in the lower range compared with the county's districts. That may reflect lean operations typical of charter-style districts, or it may signal tighter constraints. The data does not indicate which, so a family interested in how resources translate into classroom experience would want to visit and ask.
A four-year graduation rate was not available for this district. Sometimes that reflects the way a charter or special-purpose district reports its completers, or it may be a reporting gap. Either way, parents of high-school-aged students should request graduation and postsecondary-enrollment information directly from the district rather than relying on the state profile.
Publicly reported information references enrollment growth and a career and technical education center at the district, but the available research did not confirm specific parent-relevant changes with clear, dated sources. No locale brief or community economic context was provided, so there is no grounded housing or neighborhood description to draw on here. Program offerings beyond what the assessment data implies were not available either. Families considering Star International Academy should ask the district about its CTE pathways, any dual-enrollment or Advanced Placement options, and how the high school grades connect to college or work, since those details are not captured in the data on hand.
What the evidence does say is that this is a district with solid middle-of-the-road proficiency that outperforms most of its Wayne County peers on the composite measure, strong attendance, and lean spending. The eighth-grade ELA and social studies results suggest that some grades or cohorts are doing distinctly well, while the weaker math and fifth-grade social studies results point to areas where a parent may want to look into the school's approach further. For a family seeking a continuous prekindergarten-through-twelfth-grade pathway in a smaller district setting, this is a reasonable starting point, with the caveat that several key data points are missing and should be filled in through direct conversation with the school.
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