The top reported proficiency rate is 24% in English language arts. The lowest is 11% in Math.
Original Research by School Decision on Charlton Heston Academy
Charlton Heston Academy is a single-school district in Roscommon County, Michigan, serving students from pre-kindergarten through twelfth grade. As a charter district operating one building, it offers families a continuous kindergarten-through-graduation pathway under a single roof, which can appeal to parents who want their children to stay in one academic community from early childhood through high school. The enrollment is modest for a district spanning all thirteen grade levels, and the student body is predominantly white, with small numbers of students from other racial and ethnic backgrounds. Free-or-reduced-price lunch data was not available, so the economic profile of the student population cannot be characterized here. Information on students with individualized education programs and English learners was also missing.
On state assessments, the picture is mixed and tilts toward concern, particularly in mathematics. Math proficiency across the elementary and middle grades is consistently low, with only a small fraction of students reaching proficiency in any tested grade. Eighth-grade math results came in at the very bottom of the reported range, with no students meeting the proficiency bar on the PSAT-based measure. English language arts tells a different story. Proficiency in the younger grades is low, but it rises meaningfully as students move through the upper elementary and middle grades, with eighth-grade ELA proficiency reaching a level that stands out as a relative bright spot. Science and social studies results fall between these two poles, with fifth-grade science showing the stronger result among the two tested grades in each subject.
Placed among Roscommon County's districts, Charlton Heston Academy sits in the bottom quartile for overall proficiency across tested subjects and grades. Chronic absenteeism is above the midpoint among the county's districts, which is a factor worth noting because attendance patterns can both reflect and affect academic outcomes. Per-pupil current spending falls in the lower range compared with neighboring districts. A parent may want to look into these areas further with the school, particularly the math results and the absenteeism rate, to understand what supports and interventions are in place. The four-year graduation rate was not available in the data provided, so no characterization of that outcome is possible here.
We looked for the district's strategic priorities, recent curriculum changes, or referendum activity and found little. Publicly available search returned only basic directory and profile information for this single-school charter district. No recent parent-relevant changes were identified, so rather than guess at direction or momentum, that gap is named plainly.
Some families may value the continuity of a single-building model where students stay with the same school community from early childhood through graduation. Others may weigh that structure against the current proficiency results and ask how the school is responding. The ELA trajectory in the upper grades suggests the school can move students toward proficiency in at least one subject area. The math results, the absenteeism figure, and the spending level relative to neighboring districts are the areas a parent would most want to discuss with school leadership before making a decision. Program offerings, course access, staffing details, discipline data, and civil-rights indicators were not provided in the data, so those dimensions of the school experience could not be assessed here.
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