The top reported proficiency rate is 11% in Math. The lowest is 9% in Science.
Original Research by School Decision on Greater Heights Academy
Greater Heights Academy is a single-school charter district in Flint, Michigan, serving kindergarten through sixth grade. It sits within Genesee County, a region with dozens of districts of varying size and type. The academy functions as both the district and the sole school under one roof, which is a common arrangement for charter operators in Michigan. Its enrollment is small for a district, and the grade band covers only elementary and early middle school, which means there is no graduation rate to report and no high school course offerings like AP classes or career-technical pathways to describe. Those gaps reflect the grade range, not a missing data point.
The student body is almost entirely Black, with a very small number of students identifying as white, Hispanic, or two or more races. The school does not report free-or-reduced-price lunch counts, special education enrollment, or English learner figures, so a parent looking for information about how the school supports economically disadvantaged students, students with disabilities, or multilingual learners would need to ask the school directly. Those are common gaps in charter reporting, but they also matter a great deal for understanding what kind of support infrastructure a family can expect.
On Michigan's M-STEP assessment, the most recent results show very low proficiency across every tested grade and subject. In math, third grade posted the highest proficiency rate, and it was still well below what most families would consider a strong result. Fourth, fifth, and sixth grade math proficiency fell into the lowest reporting range the state uses. English language arts followed a similar pattern, with fifth grade showing the only reported proficiency rate above the floor, and even that was low. Science and social studies, both tested only in fifth grade, landed in the same low territory. Average scale scores were reported for each grade and subject, but they do not change the qualitative picture. Against the Genesee County district comparison set, the school's overall proficiency index sits in the bottom quartile, meaning it trails the large majority of county districts on this measure. A parent may want to look into this further with the school, asking what instructional approaches are in place and how the school plans to lift proficiency in coming years.
Chronic absenteeism is another area where the data tells a hard story. The school's chronic absenteeism rate places it in the bottom quartile among Genesee County's districts, and it is well above the county median. This means a large share of students are missing substantial instructional time, which compounds the proficiency challenge. Whether the drivers are transportation, health, family circumstances, or school climate is not something the available data explains, but it is a question worth raising directly.
Per-pupil current spending sits near the middle of the county range, in the lower half but close to the median. So the academic results are not a product of obvious underfunding relative to neighboring districts. The spending level is roughly typical for Genesee County, which means the conversation about outcomes likely turns on how resources are used rather than how much is available.
We searched for recent district-level changes such as curriculum updates, referenda, leadership shifts, or property tax changes that would matter to parents, and the search turned up nothing beyond basic profile information. No publicly reported parent-relevant changes surfaced for the recent span. This does not mean nothing is happening internally, only that nothing with a lasting, documented impact appeared in the sources we checked. No locale brief or housing market data was available for this entity, so we cannot speak to surrounding home values, rental costs, or neighborhood context. We left those gaps rather than guess.
What the assembled evidence describes is a small, elementary-only charter school serving a nearly homogeneous Black student population in Flint, with state test results in the bottom quartile of its county, a chronic absenteeism rate that is among the highest in the comparison set, and spending near the county middle. There is no graduation rate, no advanced coursework, and no documented program offerings to report. For a parent weighing this option, the most productive next step would be a direct conversation with the school about its academic improvement plan, its approach to attendance, and the supports it provides for students who are struggling.
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