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Milford High School

Public | 8-12 & ungraded | 1405 students

 
 

Last modified
Community Rating

2 stars

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2014:
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2013:
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2012:
Based on 1 rating
2011:
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24 reviews of this school


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Posted May 9, 2013

I am a former student from Milford, i am shocked to see all the negative reviews for my old school. maybe things have changed but i enjoyed many of the aspects of life at Milford. Like any other schools take the good professors, and parents, if your students don't get the good professors request to make the changes to get them into the best classes. There are some teachers that didn't put in the effort, but there where some who taught me many things. About the school on the whole. it is a typical high school, with typical students. a few delinkwents and a few gifted students most fall in the middle. I was not a popular kid in high school, but i never had a problem with culture... it was generally chill and the school had less drama then i heard goes on at other schools. It is a very clean school, and the athletic facility is just plain awesome! I would recommend playing a sport at Milford also!


Posted December 16, 2012

My son went to Milford High School for 9th and 10th grade. It was not a good experience. The environement was oppressive and the education lacking.There are some good teachers at the school who really do an excellent job, but most do not. We moved our son to a private high school for his junior and senior year, where he thrived and recieved an excellent education. If you have the option, I would choose another school for your student.
—Submitted by a parent


Posted October 7, 2010

We moved here over a year ago and my son has a very positive transitions. The AP and honor courses offered are very challenging and the teachers care for their students. They have numerous extraciricular activities for the students to be involved in - which helps them stay connected with a positive peer group. Also, parents have several opportunities to get involved and volunteer which help us with learning about the school, the administration, as well as other students. A great school if parents and students take the opportunites to get involved and make the most of their child's high school years.
—Submitted by a parent


Posted March 9, 2010

It is my experience that this is totally untrue. Every school in America has a drug culture, if you choose to look for it. The fact that you can post what ever you wish on this site, with no support for your 'facts' removes any reputation it might have as a valid source.


Posted March 8, 2010

This school is not good at all. My teen would come home high almost everyday. A lot of druggies. A lot of trouble, big big trouble.
—Submitted by a parent


Posted January 7, 2009

I was a student at Milford High School but decided to homeschool instead. I got into school late, junior year, and no one was welcoming. The students stuck up their noses and continued to proceed down the hallway while the teachers were barely intelligent. I would ask the most simple questions to get where I needed to be, but no one could answer them. The AP classes shouldn't have been called AP, in other highschools they would be considered normal classes so I was not challenged in the month I attended this school. The teachers were no help to me and focused on worksheets instead of actually teaching. If you have another option other than Milford High School, I would highly recommend it.
—Submitted by a student


Posted November 14, 2008

I am currently a student at Milford High School. This is my second year in the district and first year at public school. This is not a school for gifted children, or even motivated children. Many students in the school underachieve and many exceptions are made for them. The school has a very apparent primary focus of helping those underachievers. Due to this, the students who enjoy school and academics slip through the cracks. I am enrolled in multiple AP courses, and even the instruction in those is sub par. I need to teach myself many lessons not covered in class in order to pass my AP exams. Our school also has limited honors classes to make room for classes that are easy to pass so the students who fail academic classes can graduate. Parents, if you have a bright child, chances are slim that they will shine here.
—Submitted by a student


Posted March 3, 2008

I went to Milford as a freshman and I absolutely loved it! I can truely say I've missed this school more than I've missed anyone else. The place is so clean and pure, something I miss very much! The atmosphere is wonderful and light and the teachers are great, hard-working people who care about the students. There are so many opportunities, academics, and atheletical choices. Out of all of the high schools I've been to, Milford had the most and well organized clubs, had the best coaches and attitudes on the teams, and had so many courses to choose from. There are so many great things about Milford that I can go on and on and on, but you truely have to go there and see for yourself. One of the other comments said to try Brighton. Don't, it's horrible. I found that out the hard way.
—Submitted by a student


Posted February 29, 2008

I attend Milford High School as a freshman and there is no other school I would rather attend. It's a beautiful school, and the adults treat us like we get to make the decisions, and our future is in our hands. There are so many classes and oppourtunities we have like Many courses in child development, art, drafting, languages, creative writing, engineering, and physical education. The teachers are very into making sure that we enjoy our time, but learn skills that will carry with us. The athletics, which many are done in our fieldhouse, are some of the best in the area, with teams placing in districts, regionals, as well as states. The spirit is like none you have ever seen before and our pride is something only given by a maverick! Our music program is also incredible with high placements in every competion we have been in.
—Submitted by a student


Posted February 21, 2008

I'm a parent of a recent graduate. My daughter is an excellent student who was never challenged academically even in her AP classes. The emphasis in this school and in the entire district is on fancy buildings and self important administrators who are most concerned with their own self promotion. They answer any criticism by telling the parents to 'get involved' and then they ignore and over ride parents input. All the money goes to the top level administrators and the students are stuck with poorly paid second rate teachers. Avoid this district if at all possible. Try Hartland, Brighton or even Howell.
—Submitted by a parent


Posted January 25, 2008

Students receive A's on homework assigned and then E's on tests. A parent is lulled into a false sense that all is going well. Students' homework should be graded and corrected correctly.
—Submitted by a parent


Posted December 20, 2006

This school has many issues, most are related to the administrations unwillingness to address problems when either a child or parent has an issue. There are a few good teachers, but most just want to present the material and do not care about learning.
—Submitted by a parent


Posted April 17, 2006

The administartation in this district feels they have more power over their children than parents do. They do not involve parents in many important decisions and blow off any parental input. The district recently passed a huge millage so they can have a couple of country clubs in their high schools, yet they continue to cry poverty and lay off teachers. The school is a beautiful building, but the priorities of the district teach materialism and sports. Academics and discipline stink. Teachers are not happy to be there either.
—Submitted by a parent


Posted January 13, 2006

Make teachers accountable. No other profession offers tenure to non-performing employees. We need a well educated, well oiled machine for teaching. A place where teachers, parents and student voices are equally respected. Enforce dress codes so students learn respect for themselves and others. We must require expertise in and use of multiple teaching techniques, to accomadate all student needs and learning styles. Provide teaching plans for each course when school begins. Plans should include a list of concepts students need proficency in. Give teachers ehnancing outlines to match lesson plans with ways to make learning interesting and exciting. Put academic acomplishments in math, science and writing skills first, with more after school tutoring programs and less sports. Staff need to encourage less aggressive students by not allowing the attention seekers to take over! Equal and Quality Education, means a better life with opportunities for all.
—Submitted by a parent


Posted December 6, 2005

My son attends Milford. I am appalled at the lack of leadership. Most teachers rely on textbooks to teach their students and are more concerned about how neat keep their 3 ring binder (which EACH class requires), than what they are actually learning. If your child is a straight A student, this is the school for you. If your child is not 'cookie cutter', then you better look elsewhere, as he/she will completely fall through the cracks. Your will not even be involved in helping him/her pick out their classes the following year, they are chosen in school and then finalized - THAT is when you are made aware of the choices good or bad that they have made. I am truly sad, as I went to Milford 25 years ago myself and while they have 'cleaned up' the exterior, they should have worried more about the education of the students!
—Submitted by a parent


Posted November 30, 2005

We just moved here from Wisconsin a few weeks before school started. We were told that Huron Valley wasn't a very good school district, but we loved the quality of life that Milford offered compared to the other suburbs that we moved here anyway. Our son is a sophomore and he has said that the discipline is really lacking here. There are often fights. He said that a lot of his teachers don't seem to care and that nearly every teacher lets the textbook teach. A lot of read and do work, rather than really spending time in class actually teaching to the students. In one class he corrects his own tests and sees kids crossing out answers with the right ones. I think we should have moved to Walled Lake school district.
—Submitted by a parent


Posted August 26, 2005

I have a student at MHS and I am completely disappointed with the lack of leadership in this school district. I just moved here from another state and cannot understand the lack of communication in all departments of this school.As much accountability that this distict places on its students,where is the accountabilty of each and every administrator and teacher in that building? I have also been informed by other parents to pay very close attention to my students schedule because it seems to be the norm for students to suddenly be 'lacking graduation requirements' in their senior year.
—Submitted by a parent


Posted June 2, 2005

There are many programs for students, in various areas. Creative design and jewelry and many music programs take their places right next to the sports. The quality of the programs differs, depending on many things. Many of the sponsors and coaches obviously believe their responsibilities start and end on the playing fields, courts, etc. They let their participants get away with a lot. Academic programs are hit and miss. While there are a lot of decent (a few outstanding) teachers, there are more mediocre or weak ones. To top that off, most of the upper echelon instructors are leaving at the end of this school year. Some who are staying would like to leave. The question is why do so many want out? The obvious answer is administration, which is very weak. There is no leadership, more concern with glitz than substance, and much dishonesty.
—Submitted by a parent


Posted May 6, 2005

I have 3 students at MHS with different talents and interests. I'm impressed with the quality of education and extracurricular activities. There is a lot of pride and student involvement at MHS. Students and parents have the right and the responsibility to get involved, so your high school experience is largely what you make of it. The bond that was passed was very specific - including technology updates, two swimming pools and a new fieldhouse - beautiful and useful for the students and community. My children have been sufficiently challenged and well prepared for college. I have witnessed students behaving very responsibly and kindly - they are there if you look. I am glad rules are in place, and I believe they are reasonable. Safety and order should be a priority. In any high school these days, there are bound to be problems, but overall we have been extremely satisfied.
—Submitted by a parent


Posted May 3, 2005

MHS Fails to provide any of the much boasted opportunities for students. It seems that unless your student is interested in Sports, they are left without help throughout the year. There are very few true teachers in the school, and on countless occasions my child has been left with a teacher who either was not in school for more then a month of the year, or who had no lesson plans or who provided no lessons or structure. The few teachers at MHS who offer talent are being forced to leave with budget cuts occuring as the administrations paycheck raises, and large unnecessary projects are undertaken. I would not reccomend this school.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 35% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
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Reading

The state average for Reading was 73% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
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Science

The state average for Science was 20% in 2014.

2014

 
 
n/a

2013

 
 
n/a

2011

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2013-2014 Michigan used the Michigan Educational Assessment Program (MEAP) to test students in grades 3 through 8 in math, reading and writing; in grades 5 and 8 in science; and in grades 6 and 9 in social studies. Currently, GreatSchools' ratings reflect 2013 MEAP results; ratings will be updated after 2014 Michigan Merit Examination (MME) results are released. The MEAP is a standards-based test, which measures how well students are mastering specific skills defined for each grade by the state of Michigan. The goal is for all students to score at or above the proficient level.

Beginning in the 2011-2012 school year, the Michigan State Board of Education implemented new definitions of what it means to be proficient on the MEAP test. In addition, they have recalculated past years' results using these new standards for proficiency, making the above year-over-year results comparable.

Source: Michigan Department of Education

Social Studies

The state average for Social Studies was 26% in 2014.

340 students were tested at this school in 2014.

2014

 
 
37%

2013

 
 
49%

2011

 
 
46%
Scale: % proficient or advanced

About the tests


In 2013-2014 Michigan used the Michigan Educational Assessment Program (MEAP) to test students in grades 3 through 8 in math, reading and writing; in grades 5 and 8 in science; and in grades 6 and 9 in social studies. Currently, GreatSchools' ratings reflect 2013 MEAP results; ratings will be updated after 2014 Michigan Merit Examination (MME) results are released. The MEAP is a standards-based test, which measures how well students are mastering specific skills defined for each grade by the state of Michigan. The goal is for all students to score at or above the proficient level.

Beginning in the 2011-2012 school year, the Michigan State Board of Education implemented new definitions of what it means to be proficient on the MEAP test. In addition, they have recalculated past years' results using these new standards for proficiency, making the above year-over-year results comparable.

Source: Michigan Department of Education

Math

The state average for Math was 29% in 2014.

344 students were tested at this school in 2014.

2014

 
 
36%

2013

 
 
40%

2012

 
 
37%

2011

 
 
30%
Reading

The state average for Reading was 59% in 2014.

344 students were tested at this school in 2014.

2014

 
 
71%

2013

 
 
63%

2012

 
 
71%

2011

 
 
66%
Science

The state average for Science was 28% in 2014.

344 students were tested at this school in 2014.

2014

 
 
40%

2013

 
 
43%

2012

 
 
38%

2011

 
 
38%
Social Studies

The state average for Social Studies was 44% in 2014.

344 students were tested at this school in 2014.

2014

 
 
55%

2013

 
 
54%

2012

 
 
56%

2011

 
 
56%
Writing

The state average for Writing was 51% in 2014.

341 students were tested at this school in 2014.

2014

 
 
63%

2013

 
 
65%

2012

 
 
68%

2011

 
 
65%
Scale: % proficient or advanced

About the tests


In 2013-2014 Michigan used the Michigan Merit Examination (MME) to assess students in grade 11 in reading, writing, math, science and social studies. The MME is a standards-based test, which measures how well students are mastering specific skills defined for each grade by the state of Michigan. The goal is for all students to score at or above the state standard.

Beginning in the 2011-2012 school year, the Michigan State Board of Education implemented new definitions of what it means to be proficient on the MME test. In addition, they have recalculated past years' results using these new standards for proficiency, making the above year-over-year results comparable.

Source: Michigan Department of Education

Math

All Students36%
Female32%
Male40%
African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White36%
Economically disadvantaged27%
Students with disabilities13%
Students without disabilities38%
English language learnersn/a
Migrantn/a
Homelessn/a

Reading

All Students71%
Female77%
Male65%
African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White71%
Economically disadvantaged64%
Students with disabilities43%
Students without disabilities73%
English language learnersn/a
Migrantn/a
Homelessn/a

Science

All Students40%
Female32%
Male47%
African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White40%
Economically disadvantaged27%
Students with disabilities20%
Students without disabilities41%
English language learnersn/a
Migrantn/a
Homelessn/a

Social Studies

All Students55%
Female49%
Male60%
African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White54%
Economically disadvantaged44%
Students with disabilities27%
Students without disabilities57%
English language learnersn/a
Migrantn/a
Homelessn/a

Writing

All Students63%
Female68%
Male57%
African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
Native Americann/a
White63%
Economically disadvantaged53%
Students with disabilities18%
Students without disabilities67%
English language learnersn/a
Migrantn/a
Homelessn/a
Scale: % proficient or advanced

About the tests


In 2013-2014 Michigan used the Michigan Merit Examination (MME) to assess students in grade 11 in reading, writing, math, science and social studies. The MME is a standards-based test, which measures how well students are mastering specific skills defined for each grade by the state of Michigan. The goal is for all students to score at or above the state standard.

Beginning in the 2011-2012 school year, the Michigan State Board of Education implemented new definitions of what it means to be proficient on the MME test. In addition, they have recalculated past years' results using these new standards for proficiency, making the above year-over-year results comparable.

Source: Michigan Department of Education

What is the GreatSchools Rating?

The GreatSchools rating is a simple tool for parents to compare schools based on test scores, student academic growth, and college readiness. It compares schools across the state, where the highest rated schools in the state are designated as “Above Average” and the lowest “Below Average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child's and family's needs as part of the school selection process.

 
 

Breaking down the GreatSchools Rating

Unfortunately, this school doesn't have sufficient data to generate an academic rating.

Student ethnicity

Ethnicity This school State average
White 94% 69%
Hispanic 2% 6%
African-American 1% 18%
American Indian 1% 1%
Asian 1% 3%
Multiracial 1% 2%
Native Hawaiian 0% 0%
Source: MI Dept. of Education, 2012-2013

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 27%N/A48%
Source: MI Dept. of Education, 2012-2013

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Mr. Kevin Mckenna
Fax number
  • (248) 684-8094

Programs

Specific academic themes or areas of focus

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  • Special education
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2380 South Milford Rd
Highland, MI 48357
Website: Click here
Phone: (248) 684-8091

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