George Washington Carver Elementary School

George Washington Carver Elementary School is a small, PK-4 school in Highland Park, MI, serving 217 students under the George Washington Carver Academy district, where nearly all students (99.54%) come from economically disadvantaged households.

Academically, Carver is facing severe challenges. The school holds a 0-star rating and ranks in the 2nd percentile statewide, placing it in the bottom tier of Michigan elementary schools. Proficiency rates are dramatically below state averages—only 8.89% of 3rd graders and 7.69% of 4th graders are proficient in English Language Arts, compared to state averages of 38.2% and 41.3%. Math scores tell a similar story, with just 13.3% of 3rd graders proficient versus the state's 42.9%. This represents a proficiency gap of roughly 30 percentage points across all subjects. Chronic absenteeism is also a major concern, spiking to 67.5% in 2024-2025—more than double the state average—though it was a comparatively low 29.3% just one year prior, suggesting attendance interventions are not being sustained. Interestingly, Carver spends $29,562 per student, the highest among nearby schools, yet produces the lowest academic outcomes. For context, New Paradigm GlazerLoving Academy spends 42% less per student but achieves proficiency rates 2-3 times higher in most subjects.

When comparing Carver to its closest neighbor, Barber Elementary School (just 0.67 miles away), both serve similarly disadvantaged populations and rank in the bottom 1-2% statewide. However, Carver's student-teacher ratio of 14.7:1 is dramatically better than Barber's reported 120.6:1, yet test scores are only marginally better—suggesting class size reduction alone cannot overcome the challenges these schools face. A potential bright spot is Bridge Academy West, which serves a 100% free/reduced lunch population but maintains a chronic absenteeism rate of just 10.1% and achieves test scores 2-3 times higher than Carver's. This suggests that addressing attendance and school culture may be more impactful levers for improvement than simply increasing per-student funding.