The top reported proficiency rate is 29% in English language arts. The lowest is 21% in Math.
Original Research by School Decision on Rutherford Winans Academy
Rutherford Winans Academy is a single-school charter district in Wayne County, Michigan, serving pre-kindergarten through eighth grade. The school enrolls a small student body, with tested grade levels averaging roughly a dozen to two dozen students per grade. The student population is almost entirely Black. Data on free or reduced-price lunch eligibility, special education rates, and English learner status was not available, so the economic and linguistic profile of the families served cannot be characterized from what was provided.
On state assessments, the picture is mixed and, in several grades, difficult to read precisely because small tested counts cause the state to suppress exact proficiency figures into ranges. Where exact numbers are reported, they are modest. Third grade math and fourth grade English language arts each show only a small fraction of students reaching proficiency. Eighth grade ELA is a relative bright spot, with a larger share of students meeting the bar. Across most other grade-subject combinations in math, ELA, science, and social studies, proficiency falls into suppressed ranges that begin at zero, meaning the state cannot confirm whether any students in those groups reached proficiency. This is partly a function of very small testing groups rather than necessarily a signal of complete academic failure, but the pattern of low or range-suppressed results across the board is something a parent may want to look into further with the school.
Against its comparison set among Wayne County's districts, Rutherford Winans Academy's overall proficiency index lands above the midpoint, meaning that when the reportable proficiency rates are averaged, the school sits slightly above the county's middle tier. This is a reflection of those few grades where exact rates were reported rather than a full-grade picture. Per-pupil current spending sits in the upper half of the county's middle range, suggesting the school directs a reasonable level of resources per student relative to neighboring districts.
Chronic absenteeism is a concern. The school's rate is below the midpoint among Wayne County districts, meaning a higher-than-typical share of students are chronically absent. Given the small enrollment, even a handful of students missing substantial school days can move this figure, but the rate is elevated enough that a parent would want to ask how the school addresses attendance and what supports exist for families facing barriers to consistent attendance.
Because the school serves only through eighth grade, there is no graduation rate to report. This is expected for the grade band and not a gap in the data. No information was available on advanced coursework, career pathways, dual-credit opportunities, extracurricular programs, or arts and enrichment offerings. The absence of program data means a parent would need to contact the school directly to understand what the daily academic and developmental experience looks like beyond tested subjects.
No locale brief was available for the community surrounding the school, so housing costs, neighborhood context, and commuter patterns cannot be described here. The district brief search turned up no parent-relevant changes such as leadership transitions, curriculum overhauls, facility investments, or governance shifts in recent reporting. Civil rights data was not provided, so information on discipline disparities, access to advanced courses by subgroup, or harassment complaints is not available in this dataset.
What the available evidence describes is a small, predominantly Black charter school serving elementary and middle grades, with state assessment results that are generally low and in many cases suppressed due to small numbers, elevated chronic absenteeism, and spending that is adequate by county standards. The school's relative strength appears in upper-grade English language arts. Families considering this school would benefit from a direct conversation with school leadership about academic support strategies, attendance interventions, and what the classroom experience looks like day to day, since the quantitative picture here is incomplete and the school's small size shapes every metric.
See more original research from School Decision →