Ardis Renaissance Academy serves 293 students in grades 1-5.
The student-teacher ratio of 16:1 was lower than the Michigan state level of 17:1.
Minority enrollment was 72% of the student body (majority Black), which was higher than the Michigan state average of 37% (majority Black).
School Overview
Grades Offered
Grades 1-5
Total Students
293 students
Total Classroom Teachers
18 teachers
School Rankings
Student-Teacher Ratio
16:1
17:1
American Indian
n/a
1%
Asian
1%
4%
Hispanic
2%
9%
Black
69%
18%
White
28%
63%
Hawaiian
n/a
n/a
Two or more races
n/a
5%
All Ethnic Groups
Eligible for Free Lunch
58%
50%
Eligible for Reduced Lunch
10%
4%
School Statewide Testing
School District Name
Ypsilanti Community Schools
Source: National Center for Education Statistics (NCES), MI Dept. of Education
Frequently Asked Questions
How many students attend Ardis Renaissance Academy?
293 students attend Ardis Renaissance Academy.
What is the racial composition of the student body?
69% of Ardis Renaissance Academy students are Black, 28% of students are White, 2% of students are Hispanic, and 1% of students are Asian.
What is the student-teacher ratio of Ardis Renaissance Academy?
Ardis Renaissance Academy has a student ration of 16:1, which is lower than the Michigan state average of 17:1.
What grades does Ardis Renaissance Academy offer ?
Ardis Renaissance Academy offers enrollment in grades 1-5
What school district is Ardis Renaissance Academy part of?
Ardis Renaissance Academy is part of Ypsilanti Community Schools.
Recent Articles
Transitioning to High School: A Family Guide
Learn how to prepare for high school with practical tips for families before freshman year, from academics to social readiness.
School Vouchers 2026: Updated Pros and Cons
Explore school vouchers in 2026, including updated pros, cons, policy changes, and what families should know before choosing.
Transitioning to Middle School: Summer Planning Guide
A practical 2026 summer planning guide to help parents support a smooth middle school transition for their child.
