The top reported proficiency rate is 15% in English language arts. The lowest is 9% in Math.
Original Research by School Decision on Old Redford Academy
Old Redford Academyis a charter district on the northwest side of Detroit, serving students from pre-kindergarten through twelfth grade across three buildings: an elementary, a middle, and a high school. The enrollment is small for a district spanning all grade levels, with the largest concentrations in the upper grades, particularly ninth and tenth. The student body is almost entirely Black, with only a handful of students from other racial or ethnic backgrounds. Data on free or reduced-price lunch, special education, and English learner populations was not reported, so there is no picture here of the economic needs or language supports the district is working with. A parent would want to ask the school directly about those populations.
On Michigan's state assessments, the most recent results are weak across the board. In math, proficiency is low in every tested grade, with several grades showing little to no students reaching the proficient bar. English language arts is similarly low in the elementary and middle grades, though eighth grade stands out as a relative bright spot on the PSAT, where a considerably larger share of students reached proficiency than in the earlier grades. Science and social studies results are also low. Placed among Wayne County's districts on an overall proficiency index, Old Redford Academy sits in the bottom quartile, well below the county median. This is the core academic reality a family considering this district should weigh carefully, and a parent may want to look into the school's plans for instructional improvement in more detail.
The district brief notes that the high school has been identified as a Comprehensive Support and Improvement school based on recent performance, which is a state designation for schools that need the most intensive turnaround attention. The brief could not confirm when this designation was applied, so it is unclear whether it is a recent development, but the label aligns with the assessment picture and signals that the state recognizes the academic challenges here. No other recent district changes with clear lasting impact on parents were found.
Chronic absenteeism is a serious concern. The rate is in the bottom quartile among Wayne County's districts, meaning it is among the highest in the county, well above the county median. This matters because students who are not consistently present cannot benefit from whatever instruction the district offers, and a rate this elevated suggests broader challenges with engagement, transportation, or student well-being that go beyond the classroom. A parent would want to understand what the school is doing about attendance specifically.
On spending, the district sits in the middle range of Wayne County's districts, in the lower half but not at the bottom, with per-pupil current expenditure close to the county median. So the academic challenges here do not appear to be driven by dramatically lower funding relative to neighboring districts.
No graduation rate was available, and no data on Advanced Placement, dual credit, career pathways, or other program offerings was provided, so there is no basis to describe the high school's college or career preparation. No information on discipline, course access, staffing ratios, or Title I status was available either. No locale brief or community context was provided, so there is no picture of the surrounding housing market or neighborhood conditions in this narrative.
What the available evidence describes is a small, nearly entirely Black charter district in Detroit facing steep academic and attendance challenges, with state assessment results near the bottom of its county cohort and a high school under formal state improvement designation. The eighth-grade ELA result on the PSAT suggests some students can perform at a higher level, but the broader pattern is one of low proficiency across subjects and grades. A family considering Old Redford Academy would want to ask pointed questions about the district's turnaround strategy, how it addresses chronic absenteeism, and what supports exist for students performing below grade level.
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