operational schools · 2023–24
School district or education agency · NCES 2600169
Marvin L. Winans Academy of Performing Arts
Detroit, MI
Students300
Student membership reported by NCES for 2023–24.
students in linked records
federal comparable series
see source status
Profile coverage
6 of 8 core data areas available
Each area is matched to this district’s NCES ID. Dates show the reporting year. Source links and coverage were last checked August 26, 2026.
✓Academic results2023Current release✓Attendance2022–23Current release–SpendingNot matchedNot matched✓Enrollment & staffing2023–24Current release✓Student support2021–22Older federal release✓Safety & civil rights2021–22Older federal release–Community contextNot matchedNot matched✓Programs & opportunities2021–22Older federal release
Five things to know
The district at a glance
Every answer links to the underlying measure. Reporting years stay attached to the data.
01Comparable nationwide
Explore outcomes by student group →Are students making academic progress?
2 years of resultsLatest research estimate: 2023Explore →02Comparable nationwideAre students missing too much school?
54.4% chronically absent2022–23 · 285 students measuredExplore →03Comparable nationwideIs the district improving?
Improved overallCompare the earliest and latest available yearsExplore →04Comparable nationwideHow much does the district spend?
No comparable figureFederal finance record unavailableExplore →05Comparable nationwideDoes the district have enough support staff?
No counselor ratioStudents per counselor in the 2023–24 federal staffing fileExplore →Student outcomes
How are students doing?
Four views answer different questions. State test percentages show grade-level expectations; the national research trend shows change over time; graduation and dropout measures describe high-school outcomes.
Are results improving over time?
16thlatest estimated national standing
20192023
3 percentile points higher than 2019.
State proficiency standards differ and should not be used for cross-state rankings. Graduation ranges and privacy protections are preserved exactly. The academic trend uses Stanford Education Data Archive estimates and is not a state proficiency percentage.
What has changed?
The district’s recent direction
Each card uses its own clearly labeled period. Measures from different sources are never blended.
Higher than the first comparable year.
2019–2023 · Stanford research estimateHigher than the first year. More students were chronically absent.
2020–21–2022–23Enrollment 2023–24Finance 2022–23Attendance 2022–23State tests 2024–25 where published
Enrollment · 2023–24
Who attends this district?
See enrollment for every grade
Final NCES Common Core of Data membership file, 2023–24. Suppressed or missing cells are not estimated.
Teachers and staff
Teacher workforce
Loading the district’s workforce comparison…
District geography · 2024–25
What area does this district cover?
NCES publishes a geographic boundary for traditional school districts. Charter agencies and some special-purpose agencies may not have one.
Loading the official district boundary…
Source: NCES EDGE School District Boundaries, school year 2024–25.
Comparable districts
Districts serving a similar student population
These peers are matched using enrollment and available student population measures. Districts in MI receive geographic preference, but a closer national match may appear when it is more comparable. Open any profile for a full comparison.
Martin Luther King Jr. Education Center AcademyDetroit, MI
- Students
- 303
- Special education
- 3.0%
- Students
- 300
- Community poverty
- 18.6%
- English learners
- 1.0%
- Special education
- 12.9%
- Students
- 299
- English learners
- 8.6%
- Special education
- 13.5%
- Students
- 303
- Community poverty
- 27.0%
- Special education
- 16.1%
- Students
- 299
- Community poverty
- 9.5%
- English learners
- 0.7%
- Special education
- 21.1%
District, state and country
How does this district compare?
State and national figures use the same measure and reporting period. They are weighted by students or staffing whenever the source provides a denominator.
MeasureDistrictMIUnited States
Academic standing2023Needs attention
16th percentile42nd percentile44th percentileThis district is 26 percentile points lower than the state figure and 28 percentile points lower than the U.S. figure.
Students chronically absent2022–23Needs attention
54.4%33.3%27.8%This district is 21.1 percentage points higher than the state figure and 26.6 percentage points higher than the U.S. figure.
Students receiving IDEA services2021–22 · reporting schoolsContext only
2.7%13.4%14.0%This district is 10.7 percentage points lower than the state figure and 11.3 percentage points lower than the U.S. figure.
Teachers reported as certified2021–22 · reporting schoolsContext only
56.3%95.7%95.8%This district is 39.4 percentage points lower than the state figure and 39.5 percentage points lower than the U.S. figure.
Students eligible for free or reduced-price meals2021–22 · valid district recordsContext only
94.7%51.1%50.6%This district is 43.6 percentage points higher than the state figure and 44.1 percentage points higher than the U.S. figure.
Out-of-school suspension rate · students receiving IDEA services2021–22 · matched enrollmentNeeds attention
60.0%11.6%9.0%This district is 48.4 percentage points higher than the state figure and 51.0 percentage points higher than the U.S. figure.
Learning support · 2021–22 federal snapshot
How many students may need specialized support?
Counts and shares use only schools with a usable value for that measure. The reporting-school denominator prevents missing schools from being counted as zero.
2.7%Students receiving IDEA special-education services5 students · 1 of 2 schools reported both this measure and enrollment
0.0%English learners also receiving IDEA services0 students · 1 of 2 schools reported both this measure and enrollment
U.S. Department of Education Civil Rights Data Collection, 2021–22. Public-use counts are privacy-protected. These figures describe the reporting year, not current enrollment, diagnoses, service quality or unmet need.
Teacher quality and early learning · 2021–22
What did the district report about teachers and preschool?
Teacher certification comparison
U.S. Department of Education Civil Rights Data Collection, 2021–22. Certification status is district-reported and may not match current staffing. Preschool counts cover the federal reporting year and are not a measure of available seats.
District makeup
What kinds of schools are in the district?
School levels, settings and types use the NCES 2021–22 directory matched to the federal civil-rights collection.
Attendance
How has chronic absence changed?
145 of 344 students
159 of 300 students
155 of 285 students
Specialized support and security · 2021–22
What specialized roles were reported?
Staffing is reported as full-time equivalents in the 2021–22 CRDC collection.
Learning opportunities
What do district schools offer?
Gifted programs2 reporting schools
0%
Shares use only schools for which the program was applicable and reported. A districtwide percentage does not guarantee availability at every grade or campus. Source: 2021–22 CRDC.
Safety and discipline
What was reported across district schools?
148Out-of-school suspensions2 reporting schoolsSee schools →0In-school suspensions2 reporting schoolsSee schools →0Law-enforcement referrals2 reporting schoolsSee schools →0School-related arrests2 reporting schoolsSee schools →
Counts are from the 2021–22 CRDC collection. Open a measure to see the schools behind the district total.
Technology and safety · 2021–22
What access and incident data is available?
Technology and incident figures are from the 2021–22 CRDC collection. Device counts describe the reporting year, not current inventory.
6 of 8 national data layers are matched to this NCES district ID. Identity and school counts use NCES records. Academic estimates use SEDA, attendance uses EDFacts, finance uses NCES F-33, staffing and enrollment use 2023–24 NCES CCD where available, teacher certification, preschool and policy fields use the 2021–22 CRDC, and community poverty context uses Census SAIPE. Four-year graduation rates use 2022–23 EDFacts. Every detailed view preserves its reporting year.
See all sources →