The top reported proficiency rate is 24% in Social studies. The lowest is 9% in Math.
Original Research by School Decision on George Washington Carver Academy
George Washington Carver Academy is a small district in Wayne County, Michigan, serving prekindergarten through eighth grade. It operates two schools, an elementary building and a middle school, both open and listed under the district. The student body is almost entirely Black, with only a handful of students identifying otherwise. The district sits within the Wayne County comparison set, which includes well over a hundred districts, and its profile is distinct in several ways.
On state assessments, the most recent M-STEP and PSAT results paint a consistent picture across grade levels. Math proficiency is very low throughout. In most tested grades, the share of students reaching proficient or above sits at the bottom of the reported range, with only a small number of students clearing the bar in any grade. English language arts fares somewhat better but still trails what most Wayne County districts post. The strongest reading result comes in eighth grade on the PSAT, where nearly half of tested students reached proficiency, a noticeable jump from the middle grades. Science and social studies results fall in between, with social studies showing the relative brightest spot in fifth grade.
Stacked against its Wayne County peers, Carver Academy's overall proficiency index lands below the midpoint. A parent weighing this district against others in the county would want to understand what the school is doing to move these numbers, since the gap between current performance and county medians is wide. This is an area a family may want to look into further with the school directly, asking about intervention strategies, curriculum changes, and how the school supports students who arrive performing below grade level.
Chronic absenteeism is a serious concern here. The district's rate places it in the bottom quartile among Wayne County districts, well above the county median. High absenteeism and low proficiency often travel together, and families considering this district should ask what the school is doing to improve daily attendance, since consistent presence in class is foundational to everything else.
On the spending side, the district sits in the upper range among Wayne County districts for per-pupil current expenditure, above the county median. The resources are being directed at students, though the return on that spending in terms of academic outcomes has not yet shown through in test results.
Several data fields that would help round out the picture are absent. Free and reduced-price lunch counts were not reported, so the economic profile of the student body is not available from the data we received. Special population figures, including students with individualized education programs and English learners, were also missing. No staffing, discipline, or course-access data was provided. Housing values and rental information for the surrounding community were not available in this dataset. A locale brief for the district's location was not provided either. The district brief search turned up only historical information about an authorizer and management change, with nothing recent that carries lasting parent-relevant impact.
Because the district ends at eighth grade, there is no graduation rate to report. That metric does not apply here. Families would need to look at where students go after middle school and how they transition into high school, which is a question the current data does not answer.
In sum, George Washington Carver Academy is a small, nearly entirely Black district serving pre-K through eighth grade in Wayne County, with per-pupil spending above the county median but academic proficiency below the county midpoint and chronic absenteeism in the bottom quartile. The eighth-grade ELA result on the PSAT is a bright point, and social studies in fifth grade shows some relative strength. A family considering this district should ask direct questions about academic improvement plans, attendance interventions, and the high school transition pathway.
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