Teaching teachers

Mentors matter: Good teaching really can be passed down to student teachers, new research finds

PHOTO: Jessica Glazer
Janet Lo (left) and Stacey Gong-Zhang attend a training program for pre-K teachers.

Do student teachers learn more when they’re mentored by especially effective teachers?

The answer may seem obvious, but there’s been little research confirming as much. Until now.

Three studies released this year offer real evidence that good teaching can be passed down, in a sense, from mentor teacher to student teacher. In several cases, they find that the performance of the student teachers once they have their own full-time classrooms corresponds to the quality of the teacher they trained under.    

And as many teacher preparation programs face pressure to improve, the findings offer a common-sense prescription: invest in finding the most effective possible teachers to supervise their trainees.

“Taken together, the point is that teachers who are … effective appear to be very promising mentors,” said Matt Ronfeldt, a University of Michigan professor who co-authored all three papers.

One of the studies, published last month in the peer-reviewed journal Educational Researcher, examined thousands of student teachers between 2010 and 2015 who were subsequently hired by a Tennessee public school. (Getting the data to understand this was a multi-year undertaking, since there isn’t a centralized system connecting mentors with their student teachers.)  

It found that teachers tended to be better at raising students’ test scores if their supervising teacher was better than average, too. Similarly, new teachers scored better on classroom observation rubrics when they had been mentored by a teacher who also scored well on that same rubric.

There was no evidence that teachers with more years of experience, all else equal, were more effective as supervisors.

The researchers can’t definitively prove cause and effect, but the results suggest that the mentor teachers are imparting certain specific skills to their student teachers.

The effect was small, though: Having a supervising teacher who did particularly well on their observations or their test scores was comparable to about half the performance leap teachers make between their first and second years in the classroom. That’s not a huge difference, but research has found teachers make their steepest improvement in those years.

A similar study, released in January, focused on about 300 student teachers in Chicago Public Schools who were subsequently hired in the district. Again, the student teachers who had better mentor teachers, as measured by classroom observations, ended up with better observation scores themselves.

Here too, there was no clear benefit of having a more experienced supervisor.

A separate paper, published in April through the research organization CALDER, looked at a single teacher prep program, Tennessee Tech University, which allowed researchers to conduct an experiment with its student teacher placements.

After all of the supervising teachers and schools had been selected, researchers divided them into two categories: those likely to be effective mentors and those less likely to be. This was based on data on the teachers (their performance and years of experience) and the schools (staff retention numbers and student achievement growth). From there, the nearly 200 teachers were randomly assigned, allowing the researchers to conclusively determine whether being in that high-quality group mattered.

It did. The student teachers with better placements reported that their mentor teachers were better instructors, offered more frequent and better coaching, and provided more opportunities for them to practice. This analysis didn’t track the student teachers’ later performance, but they did report that they felt more prepared to teach themselves and to manage their future classrooms.

This study, the researchers conclude, “would make a strong case to school systems that the quality of placements is fundamental to the development of new teachers.”

The set of studies add to a small but growing body of research on the best ways to set teachers up for success. Previous research had linked higher-functioning placement schools to better results for student teachers. Teachers also seem to do better after having student taught at a school with similar demographics as the school where they go on to teach. And concerns that adding a student teacher to a classroom hurts students (by allowing an untrained teacher to take over for a high-performing one) seem mostly unfounded.

The latest findings aren’t especially surprising, but to Ronfeldt they’re still important.

“While that may be a ‘duh’ moment, the reality is that there [are] often assumptions like this in education, and I think having the research evidence to back it up is critical,” he said, pointing out that few states have requirements that mentor teachers have strong evaluation scores. “We can make all sorts of assumptions, as I have for other things, and find out the opposite.”

Want to read more about efforts to improve teacher preparation? See Chalkbeat stories on teacher residencies, a Texas program known as UTeach, the challenges of identifying successful programs, a teacher training program that has embraced “personalized learning,” Denver’s effort to ease the transition into the classroom, and New York City and Memphis programs to recruit more men of color into teaching.

out of pocket

Pencils, shelving, wiggly chairs: What Colorado teachers bought for their classrooms — and why

PHOTO: Laura Henry
Aurora kindergarten teacher Laura Henry provided the pencil totes, floor dots, balls and wiggle seats, and everything you see on the shelves out of her own pocket.

The rugs and bean bag chairs, the workboxes full of hands-on learning games, the file folders that help her track student progress — all came out of special education teacher Laura Keathley’s own pocket.

Robyn Premo, a high school science teacher, buys styrofoam and cans, glass rods and balloons, patches of fur and s’mores ingredients — just about all the materials except beakers that her students need to do hands-on experiments.

Marcea Copeland-Rodden, a middle school social studies teacher, bought an air-conditioning unit for her classroom because it was so hot students were getting bloody noses.

And everyone buys loads and loads of pencils.

“I don’t think that not having a pencil is a reason a kid should not learn today,” Premo said.

There’s nothing new about teachers spending money on their classrooms, but as rising housing prices and stagnant wages put more pressure on working families and as academic expectations rise even in kindergarten, teachers have to dig deep to meet their students’ basic needs and outfit their school rooms.

A national survey by the U.S. Department of Education found that 94 percent of teachers spend their own money for their students, with the average teacher spending $479 in the 2015-16 school year, the most recent data available.

When the Colorado Education Association surveyed more than 2,000 members in 2017, they reported spending an average of $656 out of their own pocket on classroom supplies.

The usual caveat applies: These numbers are self-reported.

To better understand what this looks like in Colorado classrooms, Chalkbeat reached out to teachers around the state to ask how much they spent out of pocket, what they bought, and why.

The teachers who responded to Chalkbeat’s survey work in districts large and small, urban and rural, and spent anywhere from $75 to $2,000. Most respondents spent several hundred dollars, and the majority said they do not get a stipend for school supplies.

Their spending covers the most basic of classroom supplies — pens, pencils, glue sticks, crayons, paper, folders, notebooks — but also the things that make classrooms feel inviting, that make learning engaging, that help a kid get through the day. Teachers bought snacks and spare clothes, earbuds for students to listen to audio books as part of reading lessons, wiggly chairs and yoga balls for fidgety learners, classroom decorations, tissues and wipes, prizes for good work and good behavior, fish for the fish tank, storage bins and shelving and fabric for makeshift blinds.

Premo teaches chemistry and physics at Westminster High School. Her department gets a $3,000 supply budget for the high school’s 2,400 kids. She emphasizes that she thinks her school is doing everything it can, but if she didn’t reach into her own pocket, her students would mostly experience science in online simulations.

“That is not, in my opinion, sufficient for rigorous, authentic science instruction, so I make the personal contributions to give my kids those learning opportunities,” she said.

Premo spent $2,000 getting ready for the school year, the most of any teacher who responded to Chalkbeat’s survey. She said she’s able to contribute more than many teachers, so she does.

“There are some fantastic online simulations, but kids learn better when they get to put their hands on things,” she said.

Fur patches help demonstrate static electricity, and s’mores help illustrate principles of chemical reactions. All these materials add up, and many of them are consumed in the process of lab work.

If Premo didn’t spend her own money, “we would run out of pencils very quickly. And we would run out of lab materials, and they would not be able to do anything hands-on. And we would lose our ability to be creative. We would work very bare-bones. It would be a lot of listening, a lot of videos.”

Laura Henry teaches kindergarten in Aurora Public Schools. It’s her 29th year in the classroom, and as kindergarten has moved away from play and more toward academics, she’s spent more and more of her own money on curriculum supplies.

Her school provides $500 a semester to each grade level, which has to be shared among three teachers, and the money goes fast. Teachers also get $10 a month for copying, which she burns through quickly, so she bought her own printer just for school use.

Because most of the students come from low-income families, the school tries to keep the school supply list modest, closer to $25, but only about three-quarters of the students bring in supplies.

PHOTO: Laura Henry
Aurora kindergarten teacher Laura Henry’s classroom after it has been cleaned during the summer. With the exception of the red shelf, a few alternative seating items, and the pencil coat rack, these items are school purchased.

She spent about $500 of her own money getting ready for the school year, on everything from folders to hold student poems to snacks and wipes to materials for dramatic play, building toys, puppet theater, books, and more.

“Kindergarten is supply-heavy because we use construction paper and glue like there is no tomorrow,” she said.

Many of our survey respondents said they don’t use online fundraisers like Donors Choose because the only people who donate are friends and family, and teachers feel bad hitting them up over and over again. Henry encounters the same dilemma, but she did turn to it this year for $550 in science and engineering supplies: gears, a light table, animal X-rays, a microscope and more.

Another advantage of Donors Choose: The money she puts into it herself is tax deductible, unlike the rest of what she spends on her classroom.

PHOTO: Laura Henry
Kindergarten teacher Laura Henry purchased the housekeeping table and chairs, everything on the wall and shelves, the books in the bin, tool bench, and playground buckets for her Aurora classroom.

Henry said she used to sometimes feel resentful about spending her own money, when her friends get reimbursed for their work expenses, but now she “rolls with it” as part of the teaching profession.

But she sees the lack of supplies as one more stumbling block for young teachers.

“I see these new teachers come in, and they’re so ready and eager to make a difference, and they don’t know how they get supplies or how they get copies,” she said. “I don’t know that our school board is even fully aware of how much we’re lacking at the classroom level. I don’t need 8,000 consultants to help me. I need my classroom funded.”

Keathley runs a multi-needs special education room with two paraprofessionals at Avery-Parsons Elementary in the Buena Vista district in the Arkansas Valley. She spent $485 getting the classroom ready this year. A lot of that money went to filing systems that help the teachers keep track of each student’s needs and progress. It also went to bulletin board supplies. These boards serve as the “411 wall” with everything kids need to know for the day, from what their classroom job is to what outside appointments they have.

PHOTO: Laura Keathley
The bulletin board in Laura Keathley’s Buena Vista classroom serves as a 411 wall for her students. She purchases all the supplies for the board herself.

Keathley and her team used their own money to outfit the “crash corner,” where students go when they need to decompress with fidget toys in a giant bean bag chair, and to make workboxes with activities that students can work on independently throughout the day.

Keathley said she hardly asks her parents for any school supplies.

“We know that a lot of times parents of kids with disabilities, we know their money goes other places and they spend so much on special things for their kids, we don’t want to ask them,” she said.

Without her own investment in the classroom, it would be a very different place.

“I could go with what the school provided me and stay within my budget, but my classroom would not be the place I would like it to be,” she said. “We wouldn’t have rugs. We wouldn’t have nearly the supplies to give snacks or do cooking in the classroom. Our desks would be much more utilitarian, and we wouldn’t have much on the walls.”

Copeland-Rodden teaches seventh grade social studies at Pueblo Academy of the Arts in southern Colorado.

She spent $500 this year, more than most, because she dropped $350 on the air conditioning unit. It might seem like an extravagance, but after years of buying more and more fans, for minimal relief, it felt like a necessity.

“It’s just really hot in the classroom,” she said. “We have kids get bloody noses, that’s how bad it is. By sixth and seventh period, everybody is done. They don’t do their work. They fall asleep. They get cranky and angry at each other. It makes it tough on everyone.”

She also bought materials for Civil War shadow puppets and other projects that will make history come alive, but most of her classroom spending is on basic supplies. She doesn’t feel like she can ask parents, most of whom are low-income, to pay for supplies when she only has their child for one period a day. Out of 130 students, one brought in a box of tissues at the start of the school year.

“I spend so much on pencils,” she said. “It’s not just once. I go through a big 50-pack of pencils every month. Every class there’s at least one kid who has lost a pencil. I’ve given up trying to get back the pencils.”

She used to ask kids for something in exchange for the pencil to prompt them to return it, but too many kids had nothing to give.

“One boy said, ‘Here’s a shoe,’ and I said, ‘I don’t want your shoe,’” she said. “I have kids walking from class to class with nothing.”

Teaching has been this way for a long time, and the teachers who talked to Chalkbeat don’t see it changing anytime soon.

“If we all collectively agreed we weren’t going to pay for school supplies, maybe eventually someone would do something,” Premo said. “But I don’t want to risk this year’s kids to make that point.”

NEW DATA

Michigan’s ‘band-aid’ for filling teaching jobs is expanding. Here’s what you need to know.

PHOTO: Koby Levin
Teachers welcome students to the Southwest Detroit Community School on the first day of school. Seven of the charter's 31 educators last year entered the profession through a fast-track training program.

There aren’t enough qualified teachers to fill classrooms across Michigan — and especially in Detroit. That’s why state officials have opened the door to a controversial way of filling classrooms, loosening restrictions on so-called alternative certifications for educators.

In addition to Teachers of Tomorrow, a fast-track, for-profit teacher certification program that began placing teachers with virtually no classroom experience in schools this year, another for-profit company, #T.E.A.C.H., was recently approved to help expand the state’s teacher pipeline. They’ve joined long-running nonprofit programs like Teach for America, whose corps members typically get some in-classroom training and more hours of teaching classes.

If the expansion continues, it could change the face of schools across the state, in cities like Detroit most of all. In states like Texas — home to Teachers of Tomorrow — nearly half of new teachers take non-traditional routes to certification.

As policymakers gear up for a tug of war over teacher certification, Chalkbeat obtained last year’s teacher certification data for the entire state. The data, alongside interviews with experts in teacher training, painted a picture of where we are now — and where we might be headed.

It shows that teachers with alternative certification are concentrated in Detroit, largely at charter schools, and that they’re disproportionately at a handful of schools.

Scroll down for a list of schools in Michigan that employed at least one teacher with an interim certification last year.

But first — what is alternative certification, again?

In short, it’s an express lane into the teaching profession. Michigan teachers have traditionally attended teacher certification programs that require them to student teach in an actual classroom. By contrast, Michigan’s alternative certification route, which was created under former Gov. Jennifer Granholm, allows anyone with a bachelor’s degree and a 3.0 GPA to start teaching after taking a few courses online and passing a test in the subject they hope to teach. Unlike traditional teacher colleges, these programs don’t require any in-classroom training.

Not every program is the same — some universities that provide alternative certifications require teachers to attend classes in-person and practice teaching in the classroom before they start on the job. 

After three years on the job, teachers with alternative certifications can become fully certified if their principal signs off.

This fast-track arrangement is not unusual — almost every U.S. state offers an accelerated route into teaching. But some are much more widely used than others.

The vast majority of Michigan educators still come from traditional, four- or five-year teacher training programs.

It’s not even close. When the state Legislature allowed for an alternate route to teacher certification nearly a decade ago, the policy was billed as an important tool in the struggle to alleviate a statewide teacher shortage. But the 248 educators with “interim certifications” who were employed in Michigan last year amount to little more than a blip in a statewide teacher corps of about 100,000.

A few controversial for-profit certification programs, which were approved to operate in Michigan for the first time last year, hope to change that. Teachers of Tomorrow, whose graduates have begun finding work in Michigan schools, certifies tens of thousands of teachers in 12 states.  And in a promotional video on its website, #T.E.A.C.H, promises to help would-be educators “start teaching almost immediately.” It allows teachers to complete their online training after they have started working in the classroom.

Teachers who go through an alternative certification program are heavily concentrated in Detroit.

Research shows that poor students of color in the U.S. are more likely to be taught by a teacher with an alternative certification. That holds true in Michigan. Two-thirds of the teachers certified through a non-traditional program in the state teach in the city of Detroit, where most students are poor and black or Latino.

This may be because Detroit schools are more willing to hire them. Less than one-twentieth of Michigan’s more than 3,000 schools don’t employ a single teacher with an interim certification. About one-third of Detroit’s schools do.

To be sure, the statewide teacher shortage is particularly punishing in Detroit, where poverty and large class sizes make working in the classroom more difficult. Alternative certification programs have focused their recruiting efforts in the city in an attempt to help fill the gap.

Across the country, cities “are where it’s hardest to get conventional teachers,” said Chester Finn, a senior fellow at the Thomas Fordham Institute, a conservative think tank that has published studies of alternative certification. “Cities are also often where people from Teach for America and other idealistic programs are likely to want to teach.”

Critics say that lowering the barriers to entry into the teaching profession won’t address the deeper problems that plague Detroit schools. And they worry that this quick fix comes with unintended consequences.

“It’s really more like a band-aid, as opposed to addressing the larger issue,” said Christopher Crowley, a professor of teacher education at Wayne State University. “These are experiments, and they’re being tested on certain populations and not others.”

Teachers with alternative certifications can be effective.

It is very difficult to determine whether teachers who take this route perform any worse than their peers, partly because the accelerated programs vary widely in the amount of training and support they give new teachers. Armen Hratchian, director of Teach for America in Detroit, says its program allows teachers to be successful with fewer hours of in-classroom training — known as student teaching — that is common at traditional teacher colleges.

“To help meet the highest standard of teaching here in Michigan, TFA teachers spend over 400 pre-service hours training over the summer, continue to receive intensive coaching and development throughout their first two years, and are monitored and credentialed by the University of Michigan,” he said in an email.

But they are far more likely to leave the profession.

There’s little doubt that teachers who use alternative certification are more likely to leave the profession within a few years. Schools that fill vacancies with such teachers can find themselves in a “vicious cycle” of never-ending hiring, said Desiree Carver-Thomas, an education researcher at the non-partisan Learning Policy Institute, which last month published a list of best practices for combating teacher shortages that does not include alternative certification.

“Most states have been struggling to address teacher shortages for several years, often filling the vacuum with underprepared teachers,” the report reads.

Charter schools hire more teachers with alternative certifications than traditional schools.

Last year, 130 teachers with alternative certification were in charter schools compared with 105 at traditional schools in Michigan. A handful of charter schools have an especially high concentration of these teachers. At the Jalen Rose Leadership Academy, a tiny charter high school on the city’s northern border, nearly half of the 25 teachers at the school last year had not attended a traditional teaching program.

“As the teacher shortage continues to be an ongoing issue, I am always looking to find creative ways to find qualified candidates,” said Wendie Lewis, principal of the Jalen Rose Leadership Academy, in an email. In her experience, teachers who arrive at the school via programs like Teach for America are actually more apt to stay than traditionally certified teachers, perhaps because they promise at the outset to teach for two years.

There are lots of other ways to fight the teacher shortage.

Experts recommend raising salaries, trying to coax retired teachers back onto the job, forgiving student loans for teachers, offering new teachers more mentorship — and the list goes on.

Local governments, philanthropies, and companies have also pitched in, sweetening the deal for teachers by offering discounts on houses and cars for educators in Detroit.

And school leaders in Detroit are already going to extraordinary lengths to fill their classrooms.

Most recently, the city’s main district announced a partnership with the University of Michigan and the Kresge Foundation to, among other things, build a new “cradle to career” school that will feature a beefed-up teacher training program. The idea, in part, is that better-trained, better-supported teachers are more likely to stay in the profession. The district has said it won’t rule out hiring teachers from alternative certification programs, but Superintendent Nikolai Vitti has made clear that he prefers teachers with more training.

“We have to get out of the days of taking any adult that has some education and some certification and placing them in a school, and go to a model where we actually teach teachers how to teach,” Vitti said as he announced the new school on Thursday.

Here’s a list of schools where teachers with alternative certifications were working in Michigan during the 2017-18 school year:

School # Teachers w/ Alt. Cert. Type of school City
Jalen Rose Leadership Academy 11 Charter Detroit
Central High School 9 Traditional Detroit
Voyageur College Prep 8 Charter Detroit
Denby High School 7 Traditional Detroit
Detroit Edison Public School Academy 7 Charter Detroit
MacDowell Preparatory Academy 7 Charter Detroit
Mumford High School 7 Traditional Detroit
Southwest Detroit Community School 7 Charter Detroit
Detroit Enterprise Academy 6 Charter Detroit
Henry Ford Academy: School for Creative Studies (PSAD) 6 Charter Detroit
Voyageur Academy 6 Charter Detroit
Henry Ford Academy: School for Creative Studies – Elementary 5 Charter Detroit
Burns Elementary-Middle School 4 Traditional Detroit
Law Elementary School 4 Traditional Detroit
Southeastern High School 4 Traditional Detroit
Cass Technical High School 3 Traditional Detroit
Cesar Chavez High School 3 Charter Detroit
Clippert Academy 3 Traditional Detroit
Detroit Innovation Academy 3 Charter Detroit
Detroit Leadership Academy Elementary 3 Charter Detroit
Detroit Leadership Academy Middle/High 3 Charter Detroit
Ford High School 3 Traditional Detroit
Pansophia Academy 3 Charter Coldwater
Washington-Parks Academy 3 Charter Redford
Beecher High School 2 Traditional Mount Morris
Benjamin Carson School for Science and Medicine 2 Traditional Detroit
Detroit City West Side Academy for Leadership Development 2 Traditional Detroit
Detroit Prep 2 Charter Detroit
Frontier International Academy 2 Charter Detroit
Linden Charter Academy 2 Charter Flint
New Paradigm Loving Academy 2 Charter Detroit
Nolan Elementary-Middle School 2 Traditional Detroit
Old Redford Academy – High 2 Charter Detroit
St. Catherine of Siena Academy 2 Private Wixom
Trix Academy 2 Charter Detroit
University Preparatory Academy (PSAD) – High School 2 Charter Detroit
University Preparatory Science and Math (PSAD) Middle School 2 Charter Detroit
Webberville High School 2 Traditional Webberville
Western International High School 2 Traditional Detroit
Academy for Business and Technology Elementary 1 Charter Dearborn
ACTech High School 1 Traditional Ypsilanti
Advanced Technology Academy 1 Charter Dearborn
All Saints Catholic School 1 Private Canton
Alternative Educational Academy of Iosco County 1 Charter East Tawas
Ann L. Dolsen Elementary School 1 Traditional New Hudson
Arno Elementary School 1 Traditional Allen Park
Avondale High School 1 Traditional Auburn Hills
Avondale Middle School 1 Traditional Rochester Hills
Bendle Middle School 1 Traditional Burton
Botsford Elementary School 1 Traditional Livonia
Brenda Scott Academy for Theatre Arts 1 Traditional Detroit
Capstone Academy Charter School (SDA) – South Campus 1 Charter Detroit
Cesar Chavez Middle School 1 Charter Detroit
Chandler Park Academy – Middle School 1 Charter Harper Woods
Chelsea High School 1 Traditional Chelsea
Communication and Media Arts HS 1 Traditional Detroit
Conner Creek Academy East – Michigan Collegiate 1 Charter Warren
Crescent Academy Elementary 1 Charter Southfield
Crestwood High School 1 Traditional Dearborn Heights
Croswell-Lexington High School 1 Traditional Croswell
Dansville High School 1 Traditional Dansville
Dearborn High School 1 Traditional Dearborn
Detroit Achievement Academy 1 Charter Detroit
Detroit Collegiate High School 1 Charter Detroit
Detroit Delta Preparatory Academy for Social Justice 1 Charter Detroit
Detroit Edison Public School Academy – High School 1 Charter Detroit
Detroit Merit Charter Academy 1 Charter Detroit
Detroit School of Arts 1 Traditional Detroit
Dickinson East Elementary School 1 Traditional Hamtramck
East Arbor Charter Academy 1 Charter Ypsilanti
Eastpointe High School 1 Traditional Eastpointe
Ecorse Community High School 1 Traditional Ecorse
Escuela Avancemos 1 Charter Detroit
Fitzgerald Senior High School 1 Traditional Warren
George Washington Carver Elementary School 1 Charter Highland Park
Grand Ledge High School 1 Traditional Grand Ledge
Hamtramck High School 1 Traditional Hamtramck
Harrison High School 1 Traditional Farmington Hills
Henry Ford Academy 1 Charter Dearborn
Holy Family Regional School 1 Private Rochester
Hope of Detroit Academy – Elementary 1 Charter Detroit
Horizon High School 1 Traditional Hamtramck
Inkster Preparatory Academy 1 Charter Inkster
International Academy of Flint (K-12) 1 Charter Flint
Jackson Christian School 1 Private Jackson
Jackson ISD Local Based Special Education Programs 1 ISD School Jackson
Kensington Woods Schools 1 Charter Lakeland
Kosciuszko School 1 Traditional Hamtramck
Legacy Charter Academy 1 Charter Detroit
Lindemann Elementary School 1 Traditional Allen Park
Litchfield High School 1 Traditional Litchfield
Lowrey Middle School 1 Traditional Dearborn
Madison High School 1 Traditional Madison Heights
Mary McLeod Bethune Elementary-Middle School 1 Traditional Detroit
Maybury Elementary School 1 Traditional Detroit
Medicine and Community Health Academy at Cody 1 Traditional Detroit
Michigan Connections Academy 1 Charter Okemos
Multicultural Academy 1 Charter Ann Arbor
Munger Elementary-Middle School 1 Traditional Detroit
Murphy Academy 1 Charter Detroit
Noble Elementary-Middle School 1 Traditional Detroit
Northeast Elementary School 1 Traditional Jackson
Northridge Academy 1 Charter Flint
Novi High School 1 Traditional Novi
Novi Woods Elementary School 1 Traditional Novi
Osborn Academy of Mathematics 1 Traditional Detroit
Owosso High School 1 Traditional Owosso
Oxford Crossroads Day School 1 Traditional Oxford
Pershing High School 1 Traditional Detroit
Reach Charter Academy 1 Charter Roseville
Redford Service Learning Academy Campus 1 Charter Redford
Redford Union High School 1 Traditional Redford
Regent Park Scholars Charter Academy 1 Charter Detroit
Renaissance High School 1 Traditional Detroit
Royal Oak High School 1 Traditional Royal Oak
Salina Intermediate 4 – 8 1 Traditional Dearborn
Saline High School 1 Traditional Saline
South Lake High School 1 Traditional Saint Clair Shores
South Pointe Scholars Charter Academy 1 Charter Ypsilanti
Thornton Creek Elementary School 1 Traditional Novi
University Preparatory Academy (PSAD) – Elementary 1 Charter Detroit
University Preparatory Science and Math (PSAD) High School 1 Charter Detroit
University Yes Academy 1 Charter Detroit
Washtenaw International High School 1 ISD School Ypsilanti
Woodworth Middle School 1 Traditional Dearborn
Ypsilanti STEMM Middle College 1 Traditional Ypsilanti

Source: Michigan Department of Education