The top reported proficiency rate is 33% in Science. The lowest is 23% in Math.
Original Research by School Decision on State Street Academy
State Street Academy is a single-school district in Bay County, Michigan, serving students from pre-kindergarten through tenth grade. The total enrollment is small for a district spanning that many grades, which means each grade-level cohort is quite compact. The student body is predominantly white, with a Hispanic or Latino presence and a smaller share of students identifying as Black or as two or more races. Data on free or reduced-price lunch eligibility, special education enrollment, and English learner status was not available, so the picture of student need and economic context is incomplete.
On Michigan's M-STEP and PSAT assessments from the most recent school year, proficiency results are a soft spot across most grades and subjects. In math, proficiency rates in grades three through seven fall into the lowest reported bands, and grade eight math shows roughly a quarter of tested students reaching proficiency. ELA results are more varied: middle elementary grades show low proficiency, while grade eight ELA, assessed through the PSAT, reaches a majority of students at proficiency. Science and social studies results for grade eight are comparatively stronger, with close to half of tested students proficient in each. Grade five science and social studies proficiency is lower, with roughly a fifth of students reaching proficiency. Participation rates were not reported, which limits what can be concluded about how fully the student body was represented in these results.
When positioned among Bay County's districts, State Street Academy sits in the bottom quartile for overall proficiency across tested subjects and grades. Its chronic absenteeism rate is also in the bottom quartile, and it is notably elevated relative to the county median. Per-pupil current spending falls in the middle range, upper half of the county's districts. No graduation rate is reported, which is consistent with the district not serving grades eleven and twelve and therefore not producing a graduating class under the standard four-year measure.
No multi-year academic trend data was available, so it is not possible to say whether these results represent a decline, stability, or improvement over time. This is a gap a parent may want to raise with the school directly, since understanding the direction of travel matters as much as a single year's snapshot.
The district brief found no reports of recent referendums, curriculum changes, property-tax shifts, or other developments with lasting parent impact. The district appears to operate as a charter school based on baseline profile information, though charter status is not confirmed in the structured fields. No information was available on program offerings, advanced coursework, career pathways, dual-credit opportunities, or extracurriculars. Discipline data, course access, staffing ratios, and attendance detail beyond the chronic absenteeism figure were also absent. The locale brief and community economic context were not provided, so there is no grounded picture here of the surrounding town, housing market, or neighborhood conditions.
What the available evidence describes is a small, single-campus district with low state assessment proficiency across most elementary and middle-grade subjects, an elevated chronic absenteeism rate that stands out even within Bay County, and a comparative spending level that is moderate for the area. The grade eight results, particularly in ELA, science, and social studies, suggest that some students do reach proficiency as they move toward the upper grades, but the overall academic picture across the tested grades is one where most students are not yet meeting state benchmarks. A family considering this district would benefit from asking the school directly about its approach to math instruction, its absenteeism interventions, and any supports or programs not captured in the available data.
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