The haves and have-nots

How generous private donations have created a tale of two pre-Ks in Detroit

PHOTO: LaWanda Marshall
Students in LaWanda Marshall's pre-K class at Detroit's Carver STEM Academy go on field trips to places like the Grand Prix Education Day at the Palace of Auburn Hills.

LaWanda Marshall and Candace Graham both teach pre-kindergarten at the Carver STEM Academy on Detroit’s west side.

Both have colorful, toy-filled classrooms, computers for students to use and assistant teachers to help guide their four- and five-year olds as they learn and explore.

But Marshall’s classroom has other things too — lots and lots of other things that regularly arrive like gifts from the pre-K gods.

“The office calls and says you have a package, and we’re like ‘Yay!’ and the kids get excited. It’s like Christmas,” said Marshall. Boxes filled with classroom supplies like musical instruments and science kits arrive every few weeks.

Marshall’s students — part of the Grow Up Great program funded by the PNC Foundation — go on regular field trips and get frequent visits from travelling instructors. The parents of her students get access to support programs like one that connects job seekers with employment opportunities. And Marshall receives special training in teaching arts and sciences that she credits with upping her game as an educator.

Graham and her students, meanwhile, hang back when the kids down the hall board the bus to go on field trips. Few packages or visitors arrive.

“We get left out a lot,” Graham said. “It’s unfortunate because I feel like all the kids should have the opportunities … They get more resources than we do. They have more materials in their classroom.”

The tale of two pre-Ks at the Carver STEM Academy is a problem well known in high-poverty school districts like Detroit that rely on the generosity of corporate and philanthropic donations to pick up where government resources leave off.

Districts are happy to accept gifts from private donors — baseball tickets or classroom supplies or money for school renovations. But inevitably, there’s not enough to go around. Schools then have to choose.

At Carver, all of the pre-K students are getting a quality education and a leg-up on school. But the children in Marshall’s classroom get to experience a program that shows how much more is possible when teachers have enough resources to fully involve parents, to engage community partners and to focus as much on science and art as they do on the ABCs.

The pre-K enrichment program is in 38 Detroit classrooms including 28 that receive PNC Grow Up Great funding and 10 that are supported by the W.K. Kellogg Foundation.

Children in most of the city’s 177 pre-K classrooms don’t get to participate. That’s an inequity that Pamela Moore says she’d like to change.

Moore heads the Detroit Public Schools Foundation, which raises private funds for district schools. She’s trying to raise money to expand the program to all of the district’s preschools.

“We’ve got lots of partnerships so some kids get some things. Other kids get other things … but a lot of money is needed,” she said.

Moore is also looking for new ways to distribute private dollars so things like donated equipment or invitations to the Grand Prix are more coordinated — and less like a game show with prize-winning contestants.

“You’re the winner!” Moore said. “You and you and you. If we could coordinate that, maybe everyone could get a field trip or two and teachers could plan on it and count on it.”

 

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PHOTO: Erin Einhorn
Students in LaWanda Marshall’s pre-Kindergarten class at the Carver STEM Academy regularly receive boxes with new toys like these ramps and balls that teach physics concepts through PNC’s Grow Up Great program. “It’s like Christmas!” Marshall said.

The PNC Foundation launched Grow Up Great in 2004, investing $350 million in quality education for young children across the nation. The bank’s effort was part of a national push from philanthropists, advocates and governments to help children become better prepared for school.

“For every dollar spent on high quality early education, the society gains as much as $13 in long-term savings,” said Gina Coleman, a PNC vice president and community relations director.

PNC approached the Detroit school district about participating in 2009, said Wilma Taylor-Costen who at the time was an assistant superintendent in charge of district early childhood programs.

District officials worked with PNC to design a program that would expose kids to the arts and sciences through extra classroom resources and partnerships with museums and arts organizations, Taylor-Costen said. The idea was to connect families with those groups through field trips and classroom visits, and to train teachers so the benefits would continue even if the money dried up.

“It has been an awesome opportunity for exposure of not just our children but their families,” Taylor-Costen said.

When kids in the program go on field trips, their parents come along. This year that included trips to the North American International Auto Show, the Grand Prix education day at the Palace of Auburn Hills, the Cranbrook Science Center and a Music Hall puppet production of Eric Carle’s Very Hungry Caterpillar.

Parents also benefit from classes and programs that help them support student learning at home.

And Marshall credits the program with expanding her approach to teaching preschool after 22 years in the classroom.

“The professional development has been key, very valuable,” Marshall said. “Before, I focused on the reading and the math and making sure they could write their name. Now I know that by incorporating arts and sciences … I’m adding that missing element.”

Tayor-Costen said she couldn’t recall how classrooms were selected for the program but said district officials made sure to include schools in different city neighborhoods.

 

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PHOTO: Courtesy of LaWanda Marshall
Detroit Pre-K teacher LaWanda Marshall poses with her students at the Carver STEM Academy before a bell choir performance that was made possible by the PNC Grow Up Great program. She learned to play bells when the Music Hall brought the instruments to her classroom.

 

Principal Sabrina Evans first brought the PNC program to Carver when she came to the school in 2012. She had seen the program at her prior school, the Beard Early Learning Neighborhood Center, and wanted it for Carver’s pre-Ks, she said.

“For them to have the first time going to school with all these things at their disposal, it’s like ‘Wow! I like school!’ Not only the kids, but the parents. I see more parents coming to the field trips and then I see them coming to school to participate.”

Evans was able to put both of Carver’s two pre-K classrooms into the Grow Up Great program in 2012 but when the school added a third pre-K in 2016, there wasn’t room for a third Carver classroom in the coveted program.

That’s why Graham’s students can’t participate.

“It’s lonely,” Graham said. “A lot of times we don’t even know when they have somebody coming to their classroom because it’s almost like a secret society.”

On a recent morning, when Graham’s class came out to play on the playground, her students ran past students in the school’s two PNC classrooms. The PNC kids were launching bottle rockets they had learned to make when visitors from the Charles H. Wright Museum, a new partner, brought bottles, baking soda and vinegar to the school.

Evans said she tries to support Graham’s classroom with other resources. She sets aside $20,000 from her budget every year to pay for school-wide field trips (Marshall’s students go on those field trips, too). And Marshall says she shares as many classroom resources with Graham as she can. She also passes along ideas and tools she develops through the supplemental teacher trainings.

But Evans regrets that some of her classrooms get benefits that others do not.

“I’m blessed to have two [PNC classrooms] because some schools don’t have any,” she said “But  … If they’re going to offer it, it should go to every pre-K class in the district.”

PHOTO: Erin Einhorn
Detroit Pre-K teacher Candace Graham talks to a student on the playground at the Carver STEM Academy. She says her students get “left out a lot” because the school’s two other preschool classrooms are in the PNC Grow Up Great program.

Moore has been trying to raise money to expand the program — and continue it in case the current funding dries up.

Last year, Moore put together a proposal to share with potential funders that put the cost of the program at $882 per child per year.

“PNC was the one that stepped up and said they were going to write a check and … we were so excited about that investment, we just said ‘woo hoo!’ and took it,” Moore said. “But now it’s time, if we all agree that it’s valuable … to go and find the resources.”

Moore is encouraged by the Hope Starts Here initiative, led by the Kellogg and Kresge Foundations, which has brought parents, experts, community organizations and political leaders together over the past year to develop a city-wide strategy to improve the lives of young children in Detroit.

“Hope Starts Here is an excellent example of bringing everybody into the room, figuring out where the gaps are and coming up with a plan we all agree with,” Moore said. “Then we’ll have a road map.”

Kellogg has been funding programs in the Detroit Public Schools for years but has recently ramped up its focus on early childhood education, said Khalilah Burt Gaston, a Detroit-based program officer with the Battle Creek-based foundation.

The foundation has worked closely with district leaders, she said, but the string of state-appointed emergency managers in recent years has made city-wide collaboration with the district challenging. “I think it would be fair to say that it’s been difficult during transitioning leadership to articulate a clear vision and strategy,” Gaston said.

That could change now that the district has a new superintendent, Nikolai Vitti, who has said he plans to stay for at least five years. Gaston said Hope Starts Here hopes to work with the district as it looks for new ways to expand high-quality early childhood programs.

Grow Up Great offers one model that the planners are looking to, she said. “It’s wonderful but it’s only serving a small number of children so what are the strategies needed to scale that? Replicate it across the entire district?”

Coleman said PNC knew that limited resources would prevent the bank from providing the program to all of the district’s preschoolers. The goal, she said, was to show what can be accomplished with extra funds.

“Obviously you can’t help every classroom,” she said. “But we have helped set the bar in how it can look.”

PHOTO: Courtesy of LaWanda Marshall
Students in LaWanda Marshall’s Detroit pre-Kindergarten class attend the North American International Auto Show through PNC’S Grow Up Great program

Urgent repairs

Crumbling Detroit school buildings will cost $500 million to repair. It’s money the district doesn’t have

The water-damaged, mold-infested Palmer Park Preparatory Academy was closed for months while crews replaced the roof and made other repairs.

The buildings in Michigan’s largest school district have been so neglected and so poorly maintained for so long that a new review put the price tag for bringing them up to current standards at half a billion dollars — money the district says it doesn’t have.

“We would have to dramatically cut personnel to even put a dent in this problem,” Superintendent Nikolai Vitti told the school board’s finance committee during a meeting at the district’s Fisher building headquarters Friday morning. “And even then, we would not be able to make substantial improvement.”

The review, whose results one school board member called “tragically awful,” was conducted over the last several months by an architecture and engineering firm called OHM advisors. It assessed the condition of the 106 buildings that currently house district schools, including roofs, interiors, and systems like plumbing and electrical.

It found that nearly a third of school buildings are in an “unsatisfactory” or “poor” condition, while roughly a third are considered in good repair.

The review did not take into account 19 vacant buildings that the district owns and is responsible for securing and maintaining so that they don’t become a danger to the community.

That means that the “unbelievably frustrating” picture painted by the review “undershoots” the problem, said school board member Sonya Mays, the finance committee chairwoman.

What makes the situation even more extreme is the fact that the Detroit district does not have the same ability to borrow money for construction projects that other Michigan districts do.

When the state spent $617 million to create the new Detroit Public Schools Community District in 2016, the new law freed the new district from millions of dollars in debt that had hobbled the old Detroit Public Schools. But it put restrictions on the new district’s ability to borrow money.

Instead, the $617 million included $25 million for buildings improvements — including some pressing repairs that became national news that year when teachers walked out of their classrooms to protest building conditions, shutting down schools for days.

Vitti said much of that $25 million has been spent or is committed this year for projects like the the repair of the roof at the Palmer Park Preparatory Academy, an elementary school that’s been closed for months since a leaky roof triggered a mold problem. Students at the school finished out the school year in a different building. 

“The $25 million is literally a drop in the bucket of what the overall need is,” Vitti told the finance committee.

He called for an urgent discussion to figure out which buildings should be repaired, which ones should be replaced, and which ones should be considered for closure.  

“What we’ve done in this review is at least define the problem,” Vitti said. “Now that we have solid data … we will have to think broadly and deeply” about what to do next.

Options could include returning to Lansing for additional help from the state or partnering with businesses or philanthropy to raise private funds for repairs.

Vitti noted that if nothing is done to repair these buildings, the cost of bringing them up to acceptable standards will swell to $1.2 billion by 2023.

If we don’t make a high level of investment, which frankly we do not have the revenue to do, this problem only compounds itself in the years to come,” Vitti said.

Scroll down to see the presentation Vitti gave to the finance committee, which includes specifics on which schools are most in need of work.

Enrollment push

‘The pressure is on everyone’ as Detroit’s main district advertises to attract more students

PHOTO: Koby Levin
Detroit school board members stand with the students who will star in the district's summer ad campaign.

Detroit’s main school district has a new look.

Officials announced a new brand for the Detroit Public Schools Community District to real-live fanfare on Thursday, unveiling a new logo and tagline with a student brass band as backdrop.

After the announcement was made at Nolan Elementary School, students streamed out wearing blue tee shirts printed with the new logo, which depicts a rising sun.

“Students rise. We all rise,” reads the tagline, signaling that improvement  is coming to a district that is working to recover from decades of disinvestment and mismanagement.  Officials hope the campaign will bring Detroit families back to a district whose future depends in part on increasing enrollment.

That’s a sign of a new reality in public education, one that public relations professionals recognized around the time that policy shifts nationwide allowed more charter schools to open.

When school competition spread nationally, the phenomenon was especially pronounced in Michigan, where parents can enroll their children in charter schools or suburban schools that will accept them. State law puts few restrictions on where charter schools can be opened and who can open them.

Superintendent Nikolai Vitti said the re-branding effort was inevitable in a state that fosters competition between school districts.  Vitti has criticized Michigan’s charter school laws, but has charged head-on into the battle to enroll students nonetheless.

“I think the pressure is on everyone,” Vitti said. “Students can move from one district to another. It’s incumbent on every school district and every school to go into a marketing mode.”

The district paid $100,000 for the $300,000 campaign, which was put together by BLVD Content and Real Integrated, marketing and strategy firms that have worked for Ford, the City of Detroit, The Henry Ford, and the Detroit Opera Theater. The firms donated about $180,000 worth of work, the district said, with the non-profit United Way chipping in about $20,000 through the Detroit Public Schools Foundation. The brand includes television commercials and a new logo and tagline.

PHOTO: Koby Levin
Detroit’s main district has a new logo.

This is not the first time Detroit’s main district has used advertising to attract students. In 2010, the “I’m in” campaign won a top national marketing award. The old Detroit school district, which now exists only to pay off legacy debt, reported that 830 students enrolled as a result.

Nora Carr, former president of the National Association of School Public Relations, says schools are “borrowing a page from the private sector” by investing in brands. “Rarely mentioned a decade ago, branding is becoming part of the educational lexicon,” she wrote in a 2009 article.

While enrollment in Detroit’s main district has declined, it remains the largest in the state. That makes it easier to raise funds, but harder to implement a brand widely enough that it will become ingrained in parents’ perception of the district.

Many charter schools in the city are far smaller. Take The Detroit Achievement Academy, a 200-student charter school on the city’s northwest side. Kyle Smitley, the school’s founder, said in a text that she does the branding herself. “We don’t pay anyone externally,” she added.

District officials say the brand projects “a new beginning for traditional public education in Detroit.” His administration has set lofty academic goals, which it hopes to reach through an overhauled curriculum, but it remains too early to judge whether these efforts will move the district forward.

Boosting enrollment is a crucial piece of the puzzle. A plan unveiled earlier this month called for commercials on television, billboards and buses, part of an effort to bring back some of the roughly 30,000 students who wake up every day in the city and go to school in the suburbs.

The commercials will be based on a promotional video, also released Thursday, in which rapper Big Sean, a graduate of Cass Technical High School, speaks over images of actual Detroit students playing sports and studying. They build on a tradition of commercials that emphasize Detroit’s hard-knock reputation, with the rapper dropping lines like “we are a city that runs on ambition and grit.”

The video and other advertising materials can be seen on the district’s website.

Correction: An earlier version of this story misstated the size of the contribution from United Way. The non-profit contributed $20,000 to the branding campaign.