Lakeland Academy Community School, Freeport OH

Original Research by School Decision on Lakeland Academy Community School

Lakeland Academy Community School is a very small charter school serving a rural village in the Appalachian foothills of southeastern Ohio. The school enrolls students from pre-kindergarten through grade twelve in a single building on Main Street in Freeport, a village of fewer than a hundred residents that has experienced long, gradual population decline over recent decades. It is both the school and the district, meaning there is no larger district structure; the charter organization operates as a unified entity.

The student body is quite small and predominantly white, with modest racial and ethnic diversity. The school population is relatively stable within its constrained size. Free-or-reduced-price lunch counts and counts of students with special needs or English learner status were not reported, leaving open questions about economic need and support services that a parent may want to look into directly with the school.

State test results from the most recent years available show learning proficiency well below statewide norms across subjects. In grades three through eight combined, reading proficiency was in the low range and mathematics proficiency was very low. Science assessments at grades five and eight, from the prior year, also showed proficiency well below typical benchmarks. Social studies testing data is now several years old and too limited to interpret. No trend data was available showing whether these measures are moving up, down, or stable. The school does not report an overall proficiency index because the cohort is too small for meaningful calculation among county peers.

The school does not report a graduation rate. Since it serves pre-kindergarten through twelfth grade, one would expect senior cohort data; the absence of a reported graduation rate warrants a direct conversation with the school about how it defines and tracks completion and what happens with students as they move through the upper grades.

Freeport itself is a tightly clustered historical village with Main Street as its functional center. The school sits near the public library and a Family Dollar store, so the setting is walkable within the village proper, though the surrounding territory is rural and rolling. The county economy is in transition from coal mining to natural gas extraction and renewable energy, with modest manufacturing and agricultural activity. Housing values in the area are modest relative to state averages, though a parent should note that the broader region has very limited retail, service, and employment density.

The nearest substantial public school infrastructure is now centralized. When public high schools in the area consolidated in recent years, the resulting Harrison Hills City Schools district built a new campus-style PK-12 facility in Cadiz, a nearby town, which means that families who do not choose Lakeland are bused to a different community and a different pedagogical environment. Lakeland Academy's position as the lone charter in a one-school district with very low state proficiency results, combined with missing data on services and outcomes, means a parent should engage directly with the school to understand its curriculum, its support model, its graduation and post-secondary planning processes, and how it works with families whose children may struggle academically. The data provided here does not tell that operational story.

See more original research from School Decision →

Academic performance

State test results and graduation outcomes.

Graduation rate (ACGR)

Not publicly reportedCohort of 4 students · Class of 2021

The federal source does not publish a graduation rate for cohorts this small. The cohort size is shown for context.

How this school compares to all schools in this state

Each dot is one school’s SY 2020-21 graduation rate, binned by integer rate. Taller columns mean more schools at that rate. This school is highlighted.

867 schools plotted. 10 additional schools' rates are federally suppressed and not shown. Data: EDFacts SY 2020-21.

Math

Grades 3-89%

School 9% · district not reported

▼ 52 pts below state median

English language arts

Grades 3-832%

School 32% · district not reported

▼ 32 pts below state median

Science

Grade 525%

School 25% · district not reported

▼ 37 pts below state median

Grade 820%

School 20% · district not reported

▼ 10 pts below state median

Social studies

Grade 40%

School 0% · district not reported

▼ 83 pts below state median

Grade 6100%

School 100% · district not reported

▲ 37 pts above state median

This schoolDistrict average, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 5Lower-income43%Higher-income0%43 pp gap

Grade 8Lower-income25%Higher-income0%25 pp gap

Mathematics

Grade 5Lower-income14%Higher-income0%14 pp gap

Grade 8Lower-income0%Higher-income0%0 pp gap