February 17, 2026

Dear Parents and Community Members:

We are pleased to present you with the Annual Education Report (AER), which provides key information on the 2024-25 educational progress for Mackinac Island Public School. The AER addresses the complex reporting information required by federal and state laws. If you have any questions about the AER, please contact Superintendent, Kelly Lipovsky, for assistance.

The district AER is available for you to review electronically by visiting the following website: MIPS MISCHOOLDATA LINK
or you may review a copy in the main office at your child’s school. Each school will also be communicating their own AER to parents directly.

These reports contain the following information:

School Accountability Data

• Includes information on schools’ performance on various measures such as student proficiency and growth on state assessments, graduation, and

  attendance rates. Performance is measured on 0-100 index scales

• Reports schools identified under three federally required categories for

  further support: Comprehensive Support and Improvement,
  Targeted Support and Improvement, and Additional Targeted Support

Student Assessment Data

• Includes the following assessments: M-STEP (Michigan Student Test of

  Educational Progress) and College Board SAT.

• Presents assessment information for English language arts and mathematics

  for grades 3 to 8 and 11, and MI-Access science for grades 5, 8, and 11,

  compared to state averages for all students as well as subgroups of students

National Assessment of Educational Progress (NAEP) Data

• Provides state results of the national assessment in mathematics and reading

  every other year in grades 4 and 8

Educator Qualification Data

• Identifies the number and percentage of inexperienced teachers, principals,

  and other school leaders

• Reports teachers who are teaching with emergency or provisional credentials

• Includes teachers who are not teaching in the subject or field for which they

  are certified

Civil Rights Data

• Provides information on school quality, climate, and safety

Please review the table below listing our schools. For the 2025-26 school year, schools were identified based on previous years’ performance using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that had at least one underperforming student group in 2024-25. An Additional Targeted Support (ATS) school is one that had at least one student group performing at the same level as the lowest 5% of all schools in the state in 2021-22. A Comprehensive Support and Improvement (CSI) school is one whose performance was in the lowest 5% of all schools in the state, had a graduation rate at or below 67%, failed to exit CSI status in 2024-25, or failed to exit ATS status in 2021-22. Some schools are not identified with any of these labels as is true with our school district. In these cases, no status label is given.

Some of the key challenges for Mackinac Island include declining enrollment, open positions for support staff, and housing options for both employees and families. As we compare NWEA, SAT, and formative classroom assessments, student achievement has remained consistent in the last couple years with achievement higher in Reading than Math. The staff at Mackinac Island continue to collect and analyze student data in order to make informed educational decisions for all students. This data will also drive our professional development needs as outlined in our school improvement plan.

Based on the most recent school index scores, the district improved our overall rating with improvements in both proficiency and growth on state assessments. Data did also show improvements on local assessments for both of those core content areas. One key initiative we are taking to address these challenge areas is our district-wide curriculum work and adoption of ELA curriculum resources. We are working on identifying priority standards within the Common Core State Standards and reviewing new curriculum materials that will help with delivering viable instruction with fidelity. Additionally, we continue to hone our Multi-Tiered System of Support to tailor interventions to students who are at-risk in these core content areas. We are confident that by focusing on the first good instruction, which includes some social emotional learning, we will accelerate student achievement and close persistent gaps.

Sincerely,

Kelly M Lipovsky

MIPS Superintendent