Summary
Stone School is an elementary school in Saginaw, MI, serving 273 students in grades PK-5 within the Saginaw School District of the City of. The school faces significant challenges, with over 91% of students qualifying for free or reduced lunch, and it currently ranks in the 2nd percentile of Michigan elementary schools—placing it among the lowest-performing schools in the state.
One of the most striking issues at Stone School is chronic absenteeism. In the 2024-2025 school year, 56.3% of students were chronically absent—nearly double the state average of 27.9%. This rate is comparable to other struggling schools in the district like Jessie Rouse School (62.3%) and Arthur Eddy Academy (64.7%). However, it is dramatically higher than Handley School, another elementary school in the same district located just over two miles away, where only 16.9% of students are chronically absent. Handley School serves a more economically diverse population (42.7% free/reduced lunch) and ranks in the 98th percentile, with proficiency rates often exceeding 80%. This stark contrast shows that the challenges at Stone School are not district-wide but are concentrated in specific areas with high poverty levels.
Academically, proficiency rates in English Language Arts and Math are drastically below district and state averages across all grade levels. For example, only 8.33% of 3rd graders were proficient in ELA, compared to 20.3% for the district and 38.2% for the state. Interestingly, Stone School spends $18,685 per student—higher than Handley School ($14,273) and the top-performing Hemmeter Elementary ($11,909)—indicating that a lack of financial resources is not the issue. The funds are being spent, but they are likely being used to address the immense non-academic needs of the student population, such as social services and nutrition. While subgroup data shows that male and African American students perform slightly better than the school's overall ranking, they still remain significantly below state averages. The persistent low performance, combined with high absenteeism, suggests that without a comprehensive strategy to engage families and address the root causes of chronic absenteeism, the school's substantial investment is unlikely to yield significant academic improvement.
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