Test Scores Indicate Red Cedar Elementary Students are Overcoming Unique Challenges

Recent standardized test scores show students in East Lansing’s Red Cedar Elementary School performed dramatically better in fifth grade English language arts and math than the school’s third grade students. 

The scores indicate many Red Cedar students are overcoming challenges like having English as a second language.

M-STEP results showed third graders at the school were only 28.6% proficient in English language arts — the lowest in the district and 10 points below the state average. By fifth grade, however, 79.2% of Red Cedar students tested proficient or higher, more than 30 points above the state average. In math, 58.3% of fifth graders reached proficiency, the second-highest score in the district and over 20 points higher than Red Cedar’s third grade students.

A further review of test scores showed that in 2024, Red Cedar students again made significant improvement after third grade, the first year students are given the M-STEP test. This indicates Red Cedar students’ test scores improve as they get older. 

Principal Rinard Pugh said the results reflect both the dedication of staff and the resilience of the school’s unique student body. About 34% of Red Cedar students are multilingual or English language learners, and families represent at least 40 countries. 

“That’s a remarkable accomplishment for our kids,” Pugh said. “It really speaks to their ability to take their learning seriously. Red Cedar is a special place where every culture and identity is recognized and embraced.”

Much of that recognition comes in the form of targeted support. English Language Learner Teacher Julie Bungard currently serves about 55 of the school’s 184 students. Many come from families connected to nearby Spartan Village and 1855 Place, housing for international students and faculty at Michigan State University.

To help children access classroom materials, Bungard provides vocabulary packets in English alongside translations in students’ first languages. She even locates translated versions of books being read in class — such as A Strong Right Arm — so children can follow along in their home language while learning English. Common first languages at Red Cedar include Arabic, Bengali, Kazakh, Vietnamese, Spanish and Nepali.

Students also benefit from small-group interventions. Anja Laretz, the school’s interventionist, uses beginning-of-year assessments to identify gaps in reading and math. 

“From there, I do a bunch of diagnostic assessments to see where gaps of knowledge are,” Laretz explained. “Between those, we decide which students should receive additional intervention. I see kids anywhere between 15 to 30 minutes each day in groups between one and four students.” 

Her caseload includes 32 children from first through fifth grade.

Teachers note that families’ circumstances shape student success as well. 

“Some families may not be familiar with the curriculum or may not have the language support,” said fifth grade teacher Stephanie Krumbach. “Some also work multiple jobs, so they don’t have the time to dedicate to daily homework.” 

On the other hand, Bungard pointed out that many Red Cedar students come from highly educated households. 

“In this building, we have parents who are private educators,” she said. “They’re going to do everything they can in some cases to help their children succeed.”

Parents see Red Cedar’s teachers working well beyond the school day. 

“The staff doesn’t just show up during their 7-to-4 gig,” said fourth grade parent Shannon Hilliard. “They show up to support us in events at school, at kids’ birthday parties, soccer games, football games. They’re just a great group of people.”

Parent Ellen Salgado agreed. 

“Kids are met where they are at,” she said. “I’ve seen teachers spend their lunch hour walking through the cafeteria line with a kid and a translation app, just to make sure they understand the choices. Whatever creative solution is needed, the staff finds it.”

Salgado said she observed Red Cedar staff taking a unique approach to addressing the diverse needs of the student body when Physical Education Teacher Marc Finger lined kids up after lunch. 

“He does activities with kids to get them lined up after lunch, and the way he was doing it was completely non-verbal,” she said. “It was all hand gestures and body movements. It worked for every child, regardless of language, speech, or cognitive ability. That’s just one example, but there are so many.”

For Pugh, those efforts add up to more than test scores. 

“Red Cedar is a great place for anyone’s child if you want a diverse environment where your culture and your identity, no matter what it is, will be recognized and embraced,” he said.