The year begins with big questions about how Detroit will manage its enrollment challenges and protect students from the impact of budget cuts.
Lori Higgins, Chalkbeat Detroit
Audit criticizes Michigan education officials’ oversight of fingerprinting for school workers
Some workers had never been fingerprinted, and others worked weeks or years before they were fingerprinted, the state audit found.
Michigan’s top teacher wants more focus on mental health, learning recovery
Candice Jackson, a third grade teacher in Detroit, was recently named Michigan Teacher of the Year.
Detroit charter school to offer $100,000 teacher salaries
Michigan schools are trying different methods to recruit and retain teachers, including increasing compensation and providing development opportunities.
Michigan child care providers demand more money to provide a livable wage
Providers said Michigan’s economy can’t recover from the pandemic if the state’s system for providing care for children while their parents are at work isn’t healthy.
Detroit Renaissance chess team captures top prize at national competition
District’s investments pay off for Detroit students eager to leave a legacy.
Michigan students are struggling. A new report calls for fair funding to reverse slide.
Under a proposed school funding system, districts would receive between 35% and 100% more in state funding for students from low-income homes.
Tough year for Michigan schools: A Chalkbeat Detroit year in review
Chalkbeat Detroit’s best work reflects the commitment of the editorial team to its readers
This Detroit art teacher loved animation as a kid. Now he’s inspiring his students with it.
Illya Tolbert, who teaches at Bates Academy in the Detroit Public Schools Community District, was named the middle school level Art Educator of the Year for 2022
Black, poor students held back at higher rates under Michigan reading law
Michigan’s Read by Grade 3 law requires struggling third-grade readers be held back, but exemptions meant only 545 students were held back this year. Struggling readers who were Black or low-income were far more likely to repeat third grade white, more affluent readers who struggled.