Glenn W Levey Middle School

Glenn W Levey Middle School in Southfield, MI, serves 354 students in grades 6 through 8 and is part of the Southfield Public School District.

Levey Middle School faces significant academic challenges, with proficiency rates in math, English, science, and social studies consistently well below both state averages and the district average. For example, only about 6-7% of 6th and 7th graders were proficient in math on the M-Step, compared to roughly 32% statewide. The school has ranked in the bottom 15% of Michigan middle schools for the past decade. A particularly striking issue is chronic absenteeism, which hovers around 55%—more than double the state average of 27.9% and higher than the district's already-elevated 49.6%. This persistent absenteeism is likely a major factor in the low academic outcomes. Interestingly, the school spends a very high amount per student ($25,870) and maintains a favorable student-teacher ratio of 14.1, suggesting that resources and class sizes are not the primary barriers to success.

Perhaps the most telling comparison is within its own district. University Middle School Academy, located just 4 miles away, ranks in the 81st percentile with proficiency rates in the 40-70% range, while Levey ranks in the 15th percentile with rates in the single digits and teens. This dramatic gap, despite shared district administration and resources, points to school-specific factors like leadership and culture as key drivers. While Levey's performance is similar to other low-performing schools in the area, such as LincolnKing AdamsYoung 68 and Old Redford Academy Middle School, it stands in stark contrast to high-achieving schools in neighboring districts like Berkshire Middle School in Birmingham. There is a glimmer of progress: for African American students specifically, the school ranked in the 42nd percentile in 2025-2026, a notable improvement from the prior year. However, the overall picture is one of a school where high spending and small class sizes have not yet translated into improved achievement, and where tackling the absenteeism crisis will be essential for any meaningful change.