The top reported proficiency rate is 20% in Social studies. The lowest is 13% in Math.
Original Research by School Decision on The New Standard Academy
The New Standard Academy is a single-school district in Genesee County, Michigan, serving students from pre-kindergarten through twelfth grade on one campus. The enrollment is modest for a district spanning the full grade range, and the student body is predominantly Black, with small representation from other racial and ethnic backgrounds.
State assessment results from the current school year place the district in the bottom quartile among Genesee County's districts on an overall proficiency index. In mathematics, the share of students scoring proficient or above is low across every tested grade, with the weakest results in the middle grades, where proficiency falls to near zero in seventh grade. English language arts results are somewhat stronger, particularly in the upper elementary years and eighth grade, where a more substantial portion of students reached proficiency. Science and social studies follow a similar pattern, with some grades performing closer to county norms and others well below. A parent may want to look into this further with the school, particularly in mathematics, where the gap between this district's results and countywide norms is widest.
Chronic absenteeism is also in the bottom quartile among the county's districts, meaning a substantial share of students are missing school frequently. This affects both individual learning and the classroom environment, and it is worth asking school leadership how attendance is being addressed.
On spending, the district's per-pupil current expenditure sits in the middle range of county districts, slightly below the median. Resources appear roughly in line with neighboring districts, though the academic outcomes do not yet reflect that level of investment.
Enrollment thins considerably in the upper grades. The early childhood and elementary cohorts are the largest, while high school grades have far fewer students, with twelfth grade particularly small. This pattern of attrition through the high school years may reflect students transferring to other schools or alternative programs, though the data does not give a reason. A family considering the upper grades would want to ask where students go when they leave and what supports exist to keep them enrolled.
The district brief did not surface any major recent changes such as curriculum overhauls, facility investments, or governance shifts that would clear a bar for lasting parent-relevant impact. Publicly reported information does note the school's use of multi-tiered systems of support, positive behavior interventions, and staggered start times for the current school year, which speaks to an effort around student support and school climate.
Several data points that would help a parent evaluate this school were not available. Free or reduced-price lunch rates were not reported, nor were special education or English learner figures. No graduation rate was available for comparison among the county's districts, and given the very small senior class, this may reflect the limited number of students reaching that point. No housing, rental, or neighborhood context was provided, so the surrounding community's housing market and setting cannot be characterized here. Program offerings such as advanced coursework, career pathways, dual credit, or extracurriculars were not reported.
What the available evidence conveys is a district serving a predominantly Black student population across a full grade span, with academic results trailing most of its Genesee County peers, elevated chronic absenteeism, and spending near the county midpoint. The school appears to be working on climate and support structures, but the proficiency and attendance data point to areas where a family would want to ask direct questions before enrolling.
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