Elementary schools in sterling heights: Uh oh. We’re very sorry.
Top 10 Best Sterling Heights, MI Public Elementary Schools (2023)
School (Math and Reading Proficiency)
Location
Grades
Students
Rank: #11.
Messmore Elementary School
Math: 70-74% | Reading: 65-69%
Rank:
Top 10%
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8742 Dill Dr
Sterling Heights, MI 48312
(586) 797-5600
Grades: PK-6
| 321 students
Rank: #22.
Bozymowski Center
Special Education School
Math: 65-69% | Reading: 65-69%
Rank:
Top 10%
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11870 Eldorado Dr
Sterling Heights, MI 48312
(586) 939-5391
Grades: PK-12
| 266 students
Rank: #33.
Dekeyser Elementary School
Math: 42% | Reading: 55%
Rank:
Top 50%
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39600 Atkinson Dr
Sterling Heights, MI 48313
(586) 797-4400
Grades: PK-6
| 505 students
Rank: #44.
Browning Elementary School
Math: 45-49% | Reading: 40-44%
Rank:
Top 50%
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12400 19 Mile Rd
Sterling Heights, MI 48313
(586) 797-4000
Grades: PK-6
| 342 students
Rank: #5 – 65. – 6.
Bruce Collins Elementary School
Math: 37% | Reading: 49%
Rank:
Top 50%
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12900 Grand Haven Dr
Sterling Heights, MI 48312
(586) 797-4200
Grades: PK-6
| 437 students
Rank: #5 – 65. – 6.
Oakbrook Elementary School
Math: 37% | Reading: 49%
Rank:
Top 50%
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12060 Greenway Dr
Sterling Heights, MI 48312
(586) 797-5900
Grades: PK-6
| 527 students
Rank: #77.
Havel Elementary School
Math: 33% | Reading: 47%
Rank:
Top 50%
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41855 Schoenherr Rd
Sterling Heights, MI 48313
(586) 797-5200
Grades: PK-6
| 524 students
Rank: #88.
Noor International Academy
Charter School
Math: 30-34% | Reading: 45-49%
Rank:
Top 50%
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37412 Dequindre Rd
Sterling Heights, MI 48310
(586) 365-5000
Grades: PK-6
| 176 students
Rank: #99.
Schwarzkoff Elementary School
Math: 33% | Reading: 42%
Rank:
Bottom 50%
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8401 Constitution Blvd
Sterling Heights, MI 48313
(586) 797-6300
Grades: PK-6
| 518 students
Rank: #1010.
Jack Harvey Elementary School
Math: 27% | Reading: 45%
Rank:
Bottom 50%
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41700 Montroy Dr
Sterling Heights, MI 48313
(586) 797-5100
Grades: PK-6
| 440 students
Rank: #1111.
Plumbrook Elementary School
Math: 34% | Reading: 37%
Rank:
Bottom 50%
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39660 Spalding Dr
Sterling Heights, MI 48313
(586) 797-6000
Grades: PK-6
| 489 students
Rank: #1212.
Graebner Elementary School
Math: 28% | Reading: 42%
Rank:
Bottom 50%
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41875 Saal Rd
Sterling Heights, MI 48313
(586) 797-5000
Grades: PK-6
| 539 students
Rank: #1313.
Dresden Elementary School
Math: 20-24% | Reading: 45-49%
Rank:
Bottom 50%
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11400 Delvin Dr
Sterling Heights, MI 48314
(586) 797-4500
Grades: PK-6
| 411 students
Rank: #1414.
Harwood Elementary School
Math: 25% | Reading: 43%
Rank:
Bottom 50%
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4900 Southlawn Dr
Sterling Heights, MI 48310
(586) 825-2650
Grades: PK-5
| 453 students
Rank: #1515.
Schuchard Elementary School
Math: 28% | Reading: 34%
Rank:
Bottom 50%
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2900 Holly Dr
Sterling Heights, MI 48310
(586) 797-6200
Grades: PK-6
| 610 students
Rank: #1616.
Carleton Middle School
Math: 15% | Reading: 37%
Rank:
Bottom 50%
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8900 15 Mile Rd
Sterling Heights, MI 48312
(586) 825-2590
Grades: 6-8
| 673 students
Rank: #1717.
Jefferson Elementary School
Math: 21% | Reading: 31%
Rank:
Bottom 50%
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37555 Carol Dr
Sterling Heights, MI 48310
(586) 825-2680
Grades: PK-5
| 421 students
Rank: #1818.
Willow Woods Elementary School
Math: 15-19% | Reading: 25-29%
Rank:
Bottom 50%
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11001 Daniel Dr
Sterling Heights, MI 48312
(586) 825-2850
Grades: PK-5
| 345 students
Rank: #1919.
Grissom Middle School
Math: 11% | Reading: 36%
Rank:
Bottom 50%
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35701 Ryan Rd
Sterling Heights, MI 48310
(586) 698-4310
Grades: 6-8
| 735 students
Rank: #2020.
Burr Elementary School
Math: 19% | Reading: 23%
Rank:
Bottom 50%
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41460 Ryan Rd
Sterling Heights, MI 48314
(586) 797-4100
Grades: PK-6
| 532 students
Rank: #2121.
Holden Elementary School
Math: 15-19% | Reading: 20-24%
Rank:
Bottom 50%
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37565 Calka Dr
Sterling Heights, MI 48310
(586) 825-2670
Grades: PK-6
| 337 students
Rank: #2222.
Black Elementary School
Math: 10-14% | Reading: 25-29%
Rank:
Bottom 50%
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14100 Heritage Rd
Sterling Heights, MI 48312
(586) 825-2840
Grades: PK-5
| 446 students
Rank: #23 – 2423. – 24.
Maple Lane School
Special Education School
Math: ≤10% | Reading: ≤10%
Rank:
Bottom 50%
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34600 Dryden Dr
Sterling Heights, MI 48312
(586) 977-9170
Grades: K-5
| 68 students
Rank: #23 – 2423. – 24.
Warren Consolidated Community High School
Alternative School
Math: ≤10% | Reading: ≤10%
Rank:
Bottom 50%
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35201 Davison St
Sterling Heights, MI 48310
(586) 825-2900
Grades: 6-12
| 143 students
Rank: n/an/a
Huron Academy Grades K2
Magnet School
Charter School
Add to Compare
11401 Metropolitan Pkwy
Sterling Heights, MI 48312
(586) 446-9170
Grades: PK-12
| 242 students
Elementary / Elementary
Learning is Elementary
Student achievement is the number one goal in Utica Community Schools, and the journey toward College and Career Readiness begins in the elementary school.
The elementary-level curriculum is briefly outlined below. Through a rigorous and challenging curriculum, students are challenged to reach their highest potential and encouraged to take responsibility for their own learning.
Language Arts
The Language Arts curriculum enables students to develop and achieve independent and strategic oral and written communication skills necessary for the 21st century. Daily classroom instruction includes:
- Reading – Students receive literature and informational-based reading and writing instruction with an emphasis on comprehension, vocabulary, oral language, fluency, phonics, and reference and study skills.
- Writing – Genre and process writing is taught through the Writer’s Workshop framework. Students develop an understanding of the different types of writing and write a variety of pieces such as Narrative, Informative, and Opinion. In addition, students implement the 6+1 Traits of Writing across the grades to build their writing fluency in all content areas.
- Word Study/Spelling – Students learn strategies that enable them to recognize, spell, use, apply, and understand words presented in all content areas
- Handwriting – Students begin with printing and move to cursive writing, generally in second and third grades.
Mathematics
The elementary mathematics curriculum features hands-on learning strategies and techniques, such as sorting, collecting data, measuring, computing, graphing, and calculating. These strategies help students:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Model with mathematics and use appropriate tools strategically
- Acquire a deep understanding of how math works by applying math to all subject areas and all areas of their lives
- Connect math instruction at all grades to algebraic thinking through appropriate math experiences at each grade level
- In addition, students have access to digital content that supports their understanding of mathematical concepts.
Science
The UCS science program conditions students to ask questions about and understand and appreciate the world around them. It also teaches students to develop solutions to problems through hands-on activities and digital content based on the “5E” instructional model:
- Engage
- Explore
- Explain
- Elaborate
- Evaluate
Social Studies
The social studies curriculum encourages students to become self-directed, responsible and thoughtful citizens by establishing the connection between them and their families to local, state, national and international governments. The curriculum covers:
- History
- Geography
- Civics
- Economics
- Culture
Media Center
At the heart of each UCS elementary school is a technology rich center in which students can seek, access, summarize, organize, analyze and evaluate information.
Media center teachers provide instruction to students on how to use digital information and communication technology appropriately. Students learn digital citizenship principles and begin to apply that knowledge through the strategic use of digital media. Media center teachers guide students in independent and classroom-relating projects using:
- A literature and information-rich library collection featuring a wide range of authors, writing styles, genres and formats
- Media center technology, including computers networked with classroom computers
- Carts of laptop computers that can be accessed by all classrooms
- Video equipment
Physical Fitness
The primary goal of UCS’s elementary school physical education program is to help students develop and practice positive lifelong habits. Students are introduced to healthy lifestyle choices through games and activities that highlight:
- Physical activity
- Fitness and wellness knowledge
- Motor skills
- Teamwork
- Positive personal/social attitudes and skills
Art
UCS’ art curriculum celebrates each student’s individuality by exploring the many creative approaches to a given situation.
Beginning with basic color and shape recognition in kindergarten, the elementary art program connects with other areas of the curriculum through various media, and introduces students to:
- Drawing
- Painting
- Print making
- 3-D crafts
- Art history
- The influence of art on world culture
Music
Grade-appropriate song and rhythm instruction creates a framework for all students to learn different music styles, grow their talents, and develop a lifelong interest in and appreciation of a variety of musical activities. Sixth grades students are exposed to instrumental and vocal music instruction.
EL Program
The goal of the EL program is to provide non-native, English learning students with the resources and opportunities to develop their reading, writing, listening and speaking skills. The primary goal of the EL teachers is to help develop each child to his/her potential, with both academic and social language.
In addition, the programs work to develop the academic strategies necessary for successful study in a language and culture that may differ from their native language and/or culture. Members of the EL staff can serve as liaisons between child, school, home, and community.
For more information, please download the EL handbook.
Special Education
Every UCS elementary school houses a team of experts – special education teachers, speech and language therapists, social workers, reading and bilingual specialists and psychologists – to identify students’ difficulties, consult with parents and teachers about children’s special needs and to help students succeed.
If a concern arises regarding a student, a Student Needs Assessment Committee (SNAC) meeting may be conducted in order to gather information and discuss possible interventions. If the team concludes that further information is needed, a special education referral may be initiated. Parents are encouraged to discuss concerns regarding their child with the classroom teacher first, and together decide whether to pursue a SNAC meeting.
The completion of the SNAC process is a valuable step in developing the most appropriate educational plan for a student. Parental involvement is an integral component of the pre-referral and referral process. In addition to informal contact which occurs throughout the process, written parental consent is obtained before an evaluation is conducted.
Michigan law requires all individuals with disabilities to receive special education assistance through age 25. UCS provides special education for students in preschool through high school and additional services are available through the Macomb Intermediate School District (MISD).
The MISD Parent Advisory Committee publishes a directory of special education programs and services, available through MISD or UCS’ Special Services Department by calling 810-795-2300.
Extracurricular Activities
UCS elementary schools offer many before-after school and evening enrichment, programs, such as scouting, sports, recreation, special event, and other activities.
Elementary students with special talents or interests can hone their creativity and problem-solving skills by taking part in a variety of programs such as:
- Academically Talented
- Geography Bee
- Destination Imagination
- Lego Robotics
- Quiz Bowls
- Science, Social Studies and Math Olympiads
- Enrichment programs
Please note: The safety patrol and crossing guards are not on duty after-school hours to guide students attending after school functions. Parents are responsible for their children’s transportation to and from before-and-after school activities.
Sterling Heights Automotive Assembly Plant Workers Demand Production Shutdown Amid Coronavirus Spread at Plants Across the US
To contact SHAP’s Worker Safety Committee, contact us at [email protected].
There is growing support among auto workers across the US for a nationwide shutdown of the auto industry to contain the spread of the pandemic.
On Sunday, November 15, Michigan public health officials acknowledged that manufacturing and construction sites have become the top hotspots for COVID-19 outbreaks in the state. However, partial quarantine measures imposed by Governor Gretchen Whitmer do not affect such businesses.
Last week, Illinois Gov. JB Pritzker also acknowledged that outbreaks in industrial areas, auto plants, meat and food processing plants, and logistics firms were one of the main reasons for the new spike in infections.
Second shift of SHAP workers 14 November
In the Detroit area, the most significant outbreak of infections appears to have occurred at Fiat Chrysler’s Sterling Heights Assembly Plant (SHAP), the largest automobile plant in the area . All union workers in Locale 1700 [the UAW’s local auto workers union cell] have been sent home for quarantine, and at least one worker, Mark Bianchi, has died. One of the workers told the publication Autoworker Newsletter linked to World Socialist Web Site that in the car paint shop alone, 25 people were sent home on Friday due to contact with sick people.
The factory management supports the UAW union, which is ready to sacrifice the lives of workers for the profit of the enterprise. In opposition to the union, the Plant’s Workers’ Safety Committee released a statement on Saturday calling for a shutdown of all operations to save workers’ lives and demanding full wage compensation for all workers affected by the shutdown. The committee urges workers not to return to the shop until all necessary safety measures have been taken, including daily testing of all personnel, full pay for quarantined workers, immediate publication of information on all cases of disease at the plant. Another demand is to stop the campaign of intimidation waged by the company and the UAW union against workers speaking out in the media or on Facebook.
Not far from the SHAP plant, the virus is also out of control at the FCA Sterling stamping plant. More than 30 cases of infection have now been confirmed at this facility. UAW Local 1264 closed its union office yesterday, and several “committees, stewards [union position] and benefits representative” were sent home, a local spokesperson said.
However, even as union officials go home for quarantine, the UAW union insists workers must go to work to make profits for the auto companies. A detailed analysis of the Sterling assembly outbreak was published on by the World Socialist Web Site last week.
“We need to shut down, check everyone and start over,” said one furious Sterling plant worker. “As well as enforcing the mask regulations, which a significant percentage of our brothers and sisters do not follow. Our elderly workers are very vulnerable!”
Workers also report major outbreaks at other Detroit factories, including Warren Truck and Warren Stamping.
All of these plants are located in large cities, which increases the risk of the disease spreading from the plants to the surrounding communities. “This plant employs 7,000 people who come here from all over the state,” said one SHAP worker. “They get COVID-19, travel home 80 kilometers 80 kilometers north and spread it to their families and friends there.
”
On Sunday evening, Democrat Gov. Whitmer announced a three-week partial lockdown (quarantine) in the state. These measures make an exception for manufacturing, construction and other jobs, although the state Department of Health and Human Services has said “Michigan is on fire” and the governor has warned that the state is heading towards a situation where up to 1,000 people die every week. . Michigan already has 251,813 confirmed cases and 7994 deaths.
While face-to-face instruction for high school students and students in colleges and high schools will be suspended for three weeks, elementary schools will continue classes to ensure parents can travel to work. The exception would be Detroit, which last week was forced to stop all face-to-face education in elementary and high schools.
Every serious health professional knows that the spread of a deadly infection cannot be contained until non-essential industries, schools and universities are closed. But the entire political establishment – from Trump and the Republicans to Biden, Whitmer and the Democrats – is categorically against such measures.
Michael Osterholm, a prominent infectious disease expert and member of President-elect Joe Biden’s transition team, recently called for a six-week national lockdown with a federal wage and income guarantee for workers. However, a few hours later, under pressure from the Biden team, this expert was forced to disavow his previous statement, as the Biden team made it clear to him that the president-elect was against a nationwide lockdown.
“If Whitmer was really worried about COVID-19, she would never have allowed production to resume,” a SHAP worker said.
Gov. Whitmer’s Sunday announcement also blows up desperate attempts by UAW auto workers union officials in Sterling Heights to block workers’ efforts to shut down production. Over the weekend, local 1700 trade union officials issued a statement that combined threats against workers for using social media with a call for them to contact Whitmer for another lockdown. This suggests that it was she who made the decision to close the plants in March of this year.
In fact, Whitmer never shut down the Michigan auto industry, which she considered “a vital business.” She excluded the auto industry from her administrative order to impose a quarantine in March.
The automotive industry was shut down from late March to May only because of a spate of wildcat strikes started by SHAP workers, among others, that quickly spread throughout the country. The shutdowns were initiated by workers outraged that work continues even when schools and restaurants are closed. By taking the initiative and challenging the UAW, auto workers have saved countless lives.
Support is growing in SHAP and other factories for another “wild” [unsanctioned] strike. “I hope we stop production,” another worker said. – It’s horrible. There is no security here. They don’t notify people if there was an infestation nearby. Only partial suspensions of work by workers helped us to stop all production. The union does not help us, does not protect us.”
A third SHAP employee who worked for Fiat Chrysler for six years said: “Factories should be closed.
We spend more time with our colleagues at the factory than with our families. Now the disease has taken over SHAP, as well as the neighboring stamping plant in Stirling. I don’t want to bring this disease home to my children or parents.”
“Workers who work under threat of illness are told not to go on vacation. We are told that if we spent less than 15 minutes next to the sick person, we cannot leave work. It’s like saying to the workers: “You haven’t been infected yet, go back to work.” And many quarantined workers are not receiving compensation.”
“There is a machine at the gate that takes our temperature, but it does not catch asymptomatic workers who can spread covid inside the plant. We used to have extra breaks to clean and sanitize our workspace, but they have canceled most of the breaks.”
“Now they are talking about three shifts, 24 hours a day, with five or six eight-hour days instead of four 10-hour days. We work a shift and the next shift comes right behind us and we won’t have much time for social distancing.
”
“They want us to work until the end of the holiday break, we are told that we already had two months of vacation when the industry was closed. We will work every weekend until the New Year. There won’t even be time to air the shop.”
“They don’t want to close the plant, they just want to keep making cars. But we have to force them to stop production, as they did in March.”
Automotive workers at SHAP and other factories should take matters into their own hands, expand the network of rank and file safety committees, and fight for an immediate stop to non-essential production and full compensation for workers, small businesses, the unemployed and all those affected by the pandemic. This means fighting to redirect the huge profits of the giant car companies and the trillions of dollars given to Wall Street by both parties, controlled by corporations. The money should be used to fight the pandemic, protect lives and provide livelihoods for workers and their families.