The top reported proficiency rate is 39% in English language arts. The lowest is 25% in Math.
Original Research by School Decision on East Arbor Charter Academy
East Arbor CharterAcademy is a single-school charter district in Washtenaw County, Michigan, serving kindergarten through eighth grade. It is a relatively small enrollment setting for its grade band, with roughly even distribution across the nine grade levels. The student body is majority Black, with a sizable White population and meaningful representation of Hispanic students and students identifying as two or more races. Asian and American Indian or Alaska Native students each make up a very small share. The school does not report free- or reduced-price-lunch counts, special-education rates, or English-learner figures in the data available, so a parent wanting to understand the economic and linguistic makeup of the peer group would need to ask the school directly.
On Michigan's state assessments, the most recent results show a clear pattern: English language arts is the stronger subject, and math is the weaker one. In ELA, proficiency climbs as students move into the upper grades. By sixth and eighth grade, a majority of tested students meet or exceed the proficiency bar, which stands out as a bright spot. The lower elementary grades in ELA are more modest, with third grade in particular showing limited proficiency. Math, by contrast, hovers below the county median across nearly every tested grade. Sixth grade is the one relative high point in math, while eighth grade math, measured through the PSAT, is the lowest result in the dataset. Science proficiency sits in the middle range for both tested grades, and social studies shows a wide gap, with fifth grade low and eighth grade reaching a level where roughly half of tested students are proficient.
When positioned among Washtenaw County's districts, East Arbor's overall proficiency index lands below the midpoint. The county includes some very high-performing districts, and East Arbor's results trail that median group. Its chronic absenteeism rate is also above the county midpoint, meaning a larger share of students are missing significant school time than at the typical county district. Per-pupil spending sits in the lower half of the county range but not at the bottom. A parent weighing these comparisons might want to ask the school how it is addressing both attendance and math outcomes, since those are the areas where the public data shows the most ground to cover.
Because the school stops at eighth grade, there is no graduation rate to report. That gap is a function of the grade range, not a missing or weak result. There are no AP courses, dual-credit pathways, or career-technical programs to describe, which is expected for a K-8 charter. No program-specific offerings, course-access data, or staffing details were available in the materials provided, so those elements are left out rather than guessed. The district brief searched for recent parent-relevant changes and found nothing that cleared a lasting-impact threshold, so there are no recent structural or leadership shifts to flag.
No locale or community economic context was available, and housing data was not provided, so a family considering this school from a residential standpoint would need to research Washtenaw County costs and commute patterns on their own. The school's physical address and city are not listed in the data.
What the evidence supports is a characterization of East Arbor as a small, diverse K-8 charter where ELA instruction appears to be producing real results in the upper grades, math is a documented soft spot, and attendance is a concern relative to neighboring districts. Families drawn to a smaller, charter-model environment with a predominantly Black and multiracial peer group may find it worth a closer look, particularly if they can have a direct conversation with school leadership about math supports and chronic absenteeism before enrolling.
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