Vision Statement
Empowering successful learners for today, tomorrow, and the future.

Mission Statement

With the support and cooperation of the district and parents, the students of Bad Axe Middle School will feel safe, involved, and challenged, while the staff will set clear goals and formulate curriculum in a learning environment that promotes high achievement academically, socially, and physically.



The Bad Axe Middle School contains students in fourth, fifth, sixth, and seventh grades.  The school building originally operated as the High School and was dedicated in 1952.  In 1995, after the current Bad Axe High School was completed, the building was renamed the Bad Axe Junior High School and began housing students in grades sixth, seventh, and eighth.  With the start of the 2011-2012 school year, grade levels were realigned and the building was renamed the Bad Axe Middle School. 


One-hundred percent (100%) of all instructional members of the Bad Axe Middle School meet the Highly Qualified requirements of No Child Left Behind (NCLB).  All teachers possess a minimum of a Bachelor s degree and full state certification.  Of the nineteen (18) instructional staff members, ten (8) hold a Masters degree and nine (10) hold a Bachelors degree.  Additionally, teachers meet at least one of the following criteria:  a) Michigan Test for Teacher Certification (M.T.T.C.); b) graduate degree or coursework that is equivalent to an undergraduate major in teaching field; or c) the high objective uniform state standard of evaluation (H.O.U.S.S.E.).  Teacher qualifications are available to parents and to the public at the district board of education office.

One-hundred percent (100%) of all paraprofessionals of Bad Axe Middle School meet the Highly Qualified requirements of NCLB.  All paraprofessionals meet the criteria in one of the following:  a) two years of study at an institution of higher education; b) obtained an associate s (or higher) degree; or c) pass state WorkKeys assessment.  Paraprofessional qualifications are maintained and available through the district board of education office.


Students in fourth and fifth grades are in self-contained classrooms.  The core curriculum taught in the general education classrooms consists of language arts, mathematics, science, and social studies.  In addition, students participate in weekly specials classes of art, computers, physical education class.  Students at the fifth grade level may participate in instrumental band.

Students in grades sixth and seventh grades have a seven-period day with each period lasting fifty-five minutes in length.  Students study the core subjects consisting of:
  • Mathematics
  • Science
  • English-Language Arts
  • Social Studies
Beyond the core curriculum other classes include:
  • Band
  • Choir
  • Physical Education 
  • Exploratory Classes:
    • Art
    • Careers
    • Computer
    • S.T.E.A.M. (Science, Technology, Engineering, Art & Mathematics)


  • Title I services
  • After-school Academic Support 
  • Counseling Services
  • Nursing Services


  • Accelerated Reader
  • Athletics
  • Citizens of the Month
  • Dramatic arts
  • Lip Sync
  • March is Reading Month

Michigan Week

School Acitivty Nights

Student Council

Quiz Bowl

Science Olympiad

Destination Imagination

  • Various Fundraising and Service Efforts including:

Pennies for Presents

Project Playground

Relay for Life

Toys for Tots

Hoops for Heart
Food Pantry


Bad Axe Middle School is accredited through AdvancED, formerly North Central Association (NCA).  The Middle School faculty and staff in a district wide collaboration with the Elementary and High School buildings achieved District Accreditation status through AdvancED/NCA.  This continuous process recognizes that increasing student achievement is more than improving instruction.  It is a result of how effectively all the parts of the education system- the district, schools, and classrooms- work together to meet the needs of all K-12 students.  During the 2008-2009 school year, Bad Axe Public Schools achieved "Candidacy" status with all efforts to reach "Accredited" status during the 2010-2011 school year.  This goal was proudly achieved in the winter of 2011.

To earn and maintain District Accrediation, districts must:

1.  Meet quality standards. The district meets the AdvancED Accreditation Standards for Quality School Systems and has a process in place for ensuring that its schools meet the AdvancED Accreditation Standards for Quality Schools.

2.  Engage in a continuous process of improvement.  A district-led continuous improvement process is in place at both the district and school levels, whereby the district (including all departments and support systems) and all of its schools identify a shared vision, maintain a district-wide profile of the current reality, establish plans and assess the implementation of interventions, and document the results of their efforts to improve student learning and school/district effectiveness.

3.  Demonstrate quality assurance through internal and external review.  The district has in place quality assurance systems and processes to maximize effectiveness across all departments and schools and to improve student performance.  The district engages in regular internal self-review and hosts an external review once every five years.


There are several prerequisites to District Accreditation.  The district:
  • Ensures that all schools in the district are accredited or candidates for accreditation.
  • Embraces a systems approach to improvement.
  • Commits to meeting the District Accreditation standards, policies, and procedures.
  • Leads and supports a continuous improvement process at both the district and school levels.
  • Has the capacity to engage in an internal self-review and an external quality assurance review process.
As part of  this process, the administration and staff has been working to align the curriculum with the Michigan Curriculum Frameworks and Common Core Standards.  All of the core curricular areas, and many of the non-core areas, have created annual plans that focus on the state s Grade Level Content Expectations and Common Core expectations.  The impact that these changes have had is reflected in the building's MEAP scores.
Three goal areas were identified and selected by staff  for its continuous  AdvancED/NCA School Improvement cycle.  Those goals are:

1.  All students will improve their writing skills across the curriculum.
2.  All students will improve their reading skills across the curriculum.
3.  All students will improve their basic math skills across the curriculum.