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Verify Phone Number You must verify your phone number in order to begin receiving text alerts. We will send a verification code shortly to your phone via text. Enter it below and click "Verify". Though the city had a fairly diversified economy at the turn of the century, the auto industry would grow to dominate the economy of Detroit, and with it the fortunes of the city would rise and fall.
Each figure equals 1, students. The jump from sleepy city to industrial metropolis far outstretched the resources of the already overburdened school district. Forty-two school buildings and their students were annexed to Detroit between and Enrollment in Detroit Public Schools continued to climb as well, passing , students in , and , in Instead of growing upward with high-rise apartment buildings, the city grew outward, with rows of single-family homes stretching for miles outside of downtown.
The movement of families from the inner city to the outer edges presented a complex challenge to the school district: Starting in , construction focused on building smaller, neighborhood schools that could be added onto easily as a neighborhood grew, so that children in any part of the city would have a school in walking distance.
Peak enrollment was reached in , with nearly , students attending over schools throughout the city. Enrollment peaked at , students in and then began to steadily decline. The parents leaving the district took with them tax dollars badly needed by the schools and the city. The loss of students also decreased state funding for Detroit schools, which are given a fixed dollar number per student enrolled. Each student leaving cost the district thousands of dollars in revenue that had been counted on to pay for recent construction and modernization, leaving the district carrying the cost of more buildings than it needed, as well as the very recent construction costs associated with building them.
At the same time, district administrators struggled to keep up with changing social attitudes. While some parts of the city were still growing, others had begun to shrink, leaving some schools more than half empty.
New school construction all but stopped, as the district instead turned its efforts towards keeping as many schools open as possible. Recognizing that the school was often the social and civic center of a neighborhood, many schools were kept open despite being far below capacity.
This practice, while maintaining neighborhood stability, was not sustainable in the long term as neighborhoods began to empty out, and enrollment continued to fall.
The annual report notes the difficulty facing the school district in rebuilding. The first major wave of closures came in , as 14 mostly older schools were closed to comply with court-ordered desegregation policies.
In , enrollment fell below , students, and 15 more schools were closed as part of a district-wide reorganization. Nine schools closed at the beginning of the school year. Though these closures were heatedly opposed by some residents, 31 they reflected the reality that the district could no longer sustain the large number of school buildings without bleeding district finances dry. In the midst of this, a lack of strong, decisive leadership by elected school officials undermined public support for the school district.
As elected officials, board members could be recalled or voted out at any time, making them slow to respond to the changing social landscape. As allegations of misuse of funds made front-page news, the union representing Detroit Public School teachers sought wage increases that would bring their pay more in line with nearby school districts.
When sides failed to reach an agreement, teachers would go on strike; walkouts in , , , , , and 37 ranged from a few days to six weeks. Preston School, which closed in and had been vacant for years when this picture was taken. Teachers went on strike for a variety of reasons. Though pay was often cited as the main cause, teachers were also protesting the deteriorating conditions in schools. Deferred maintenance meant that repair work on schools was delayed or simply not done, leaving older buildings in especially poor condition.
In March of , a large section of the ceiling in a classroom at Condon Middle School collapsed while students were at lunch. No one was injured, but the entire third floor of the year old building was evacuated until engineers could evaluate all of the classrooms.
A Board of Education employee inspects the damage at Condon Middle School after the ceiling collapsed in Charter schools are considered an alternative to public schools, with which they compete directly for students and per-student funding. The growth of charter schools in Detroit closely matches the decline in the number of public schools. From an initial 14 charter programs in , an average of 7 new charter schools have opened every year since.
As of , there were 96 charter school programs operating in Detroit, compared to public school programs. Where DPS had added 3, students in , the district lost 5, students in , and another 5, students in The immediate impact on DPS was financial. Budgets carefully planned for a certain number of students had to be hastily revised mid-year, cutting programs and positions. Starting in , per pupil state aid remained flat, even as expenses increased, compounding the financial losses.
Fifty out of district social workers, who worked with the most difficult and at-risk children, were laid off in The financial problems came in the midst of a massive school construction and modernization program, as construction began on the first new schools built in over 20 years. Altogether 12 new schools were opening or under construction by , 61 just as DPS began losing students and funding. While new schools were welcomed by parents, the condition of older schools and course offerings deteriorated as finances got worse.
The decision to close a school is a controversial, complex, and costly process. It impacts every part of the education system, from students to teachers to the neighborhoods around the schools and the city as a whole. For many years, DPS avoided closing schools in large numbers, maintaining a large network of increasingly underutilized neighborhood schools for fear that closing them would lead to parents leaving the district. As recently as , the district had school buildings, housing , students.
To close the budget gap, the district began closing underutilized and poorly-performing schools, consolidating students into fewer buildings. School building closings usually happen for several reasons: Schools with consistently low test scores may close and reopen with a new program, or transfer students to nearby schools with higher test scores.
Some school buildings, particularly older ones, are in poor condition due to deferred maintenance, making them unsafe for occupancy or prohibitively expensive to repair. Oftentimes, the rationale for closing a school is a combination of these factors.
Choosing which schools to close was a difficult and controversial process. A facilities report published by the district in noted that. This meant that even while funding decreased, the cost of maintaining buildings went up.
Between and , DPS closed and merged 15 schools. McMillan School, built in and located in an industrial neighborhood in southwest Detroit had narrowly avoided closing in , but closed in with just students.
In the midst of the closings, the district struggled with overcrowding in some schools as parents moved within the city to other neighborhoods.
For parents, the closing of a neighborhood school was often the breaking point in a long, frustrated relationship with the school district.
Protests by parents became so disruptive in that the district looked into moving the meetings to smaller locations, or broadcasting them by closed circuit television in another room.
All of the schools that closed between and — click to open the full gallery. As the decade wore on, the enrollment crisis in Detroit Public Schools deepened.
However, the anticipated financial benefits of the school closings were not nearly as significant as predicted. Oftentimes, the predicted cost savings of closing schools one year were wiped out the next as even more schools closed, and unanticipated expenses piled up.
The scope of the closings was difficult for the district to manage. A report by the Council of the Great City Schools found that. Despite a shortage of supplies throughout the district, millions of dollars in textbooks, furniture, and computer equipment were left in schools that closed between and In some cases, large amounts of money were spent reconfiguring schools to receive fewer students than before.
Hutchins Middle School, an underused but academically successful school was closed in and its students relocated to McMichael School, located over 20 blocks south of the old location. The district then closed a nearby school for students with special needs and moved them into the Hutchins building. The special needs program at Hutchins closed just two years later in due to low enrollment, leaving the building vacant.
McMichael, the school that had received Hutchins students, closed in for the same reason. Over half of the Hutchins students, unable or unwilling to travel the long distance every day through rough neighborhoods and gang territory went to different schools or transferred to charters. The rapid pace of closures and lack of planning also meant that some schools closed just years after substantial renovations or additions.
The athletic fields continued to be used by the community until the school was demolished in to make way for a commercial development. By the district was losing over 10, students a year, and the number of school closings that year jumped to Closing high schools was especially problematic. Mackenzie and Redford High Schools were the first two major high schools to be closed in Parents and school officials worried that transferring students to rival high schools would spark gang violence.
The closures, intended to save money, instead accelerated the decline of the school district. Each closing brought new protests, more parents removing their students from the district, and corresponding decreases in enrollment and funding. An emergency financial manager can be appointed by the State of Michigan to take over the operations of any local government unit, like a city or school district that is in financial trouble.
First used in , emergency managers have become increasingly common as cities around Michigan have struggled with deindustrialization and economic recessions. The cities of Detroit, Highland Park, Pontiac, and Flint have had emergency managers take over for periods of one to nine years, depending on the severity of the financial crisis. In , the district was taken over in response to growing concern about financial and educational stability, and the elected school board was replaced by one appointed by the mayor.
Emergency managers have had a mixed record of success in Michigan. Successes have been small: Highland Park, a city inside of Detroit under emergency management from to , has struggled to remain solvent after control was returned to elected officals. Detroit Public Schools has had a total of four emergency managers since , none of whom have been able to stabilize the school district or its finances.
Current DPS emergency manager Darnell Earley left his position as emergency manager of the city of Flint in , where he had served for two years. More than a decade into the closing and consolidation program, the impact of disrupting the lives of students by closing schools on enrollment is becoming clearer. For students, it has meant constant uncertainty about where they will be going to school at the beginning of the next year.
Every change of school meant new teachers, new rules, and new educational practices. Students have to walk further, or be bused to distant, unfamiliar neighborhoods.
By , enrollment in Detroit public Schools had fallen below 50, for the first time in over years. Friends that grew up across the street from each other might suddenly find themselves on opposite sides of an attendance border and sent to different schools.
Water pipes, if not maintained, freeze and burst during the winter, flooding the schools. A key cost-saving rationale was that once the buildings were closed, they would be sold or otherwise disposed of, reducing long-term financial burdens on the district.
But the closure of so many school buildings in a relatively short time span has also left the district with a large amount of surplus buildings and real estate, much of which is located in declining neighborhoods far outside the city center.
Steel security panels installed over the windows and doors of the closed Fairbanks School. Detroit Public Schools Police arrest metal thieves who had been stripping windows out of the closed Hutchins Intermediate School in the background.
Of the schools that started the school year, only 93 remain open today. The rest are either vacant, have found new uses, or been demolished. The most common outcome is that a closed school is left vacant. There are currently 82 vacant school buildings in Detroit. Another 35 schools were vacant for long periods of time before being demolished. Vacant schools are especially problematic because of the speed with which they fall into disrepair.
As routine maintenance stops, nature begins to work its way into the building. Leaking roofs allow water to penetrate deep into the building, causing plaster to dissolve and the growth of mold. Freezing temperatures cause paint to flake off the walls, and wood floors warp as moisture builds up. The most destructive force, however, is human. As the district began to close schools in , the value of scrap metal, particularly copper, was on the rise as demand in China outstripped production.
Older buildings in particular were rich in copper, as pipes, flashing, and even entire roofs were made of solid copper. Scrapping is a lucrative business, where someone with limited education or job skills can make hundreds of dollars a day, depending on the building. Most schools closed between and had simply been padlocked after the last day of school. As break-ins became more common, DPS stepped up patrols, began using heavy steel panels to cover windows, and installed motion-sensitive wireless security cameras in closed schools.
In just a few days, scrappers could strip out the copper pipes and wiring from a school, leaving gaping craters in walls and water gushing through broken pipes As a result, most vacant buildings are in extremely poor condition and would require significant investment to reopen in any capacity.
Hallway at Cooley High School, which closed in Paint begins flaking off due to fluctuations in temperature after the heat is turned off.
Nearly all of the 81 vacant school buildings that Loveland surveyed in and had suffered damage from scrapping at some point since they closed. Many more school buildings were open to trespass until the fall of , when ownership of 50 school buildings was transferred from the school district to the city. Since then, at least 30 schools have been partially or completely boarded up as part of a building trades program with local construction companies.
The growth of charter schools in Detroit has come at the expense of the public school district. As DPS has closed schools, the number of charter schools has increased. Between and , 38 charter schools opened up in former Detroit Public Schools buildings. Twelve of the lowest-performing public schools were transferred to a state-run district in Though the buildings are still owned by DPS, they are operated by the state of Michigan.
As the number of active public schools has declined, the number of charter schools has increased. Reuse is the ideal outcome for a closed school building, but is complicated by several factors: Unlike retail or office buildings that can be easily repurposed into something similar, schools are purpose-built for education.
Their layouts are sometimes complex as a result of multiple additions over the course of many years. Many of the buildings are more than 60 years old, and in poor condition after years of deferred maintenance. As most schools closed due to low enrollment, their locations are in neighborhoods that are far from ideal for educational reuse.
The sheer number of vacant school buildings in Detroit has made it difficult to find buyers. The first school closings in came at a time when there was already a glut of educational property on the real estate market. Many parochial schools had closed in the years before, leaving little demand for buildings that were old, needed extensive repairs, and were located in challenging neighborhoods.
Prospective buyers face additional hurdles. A lack of information about the buildings for sale, including their floor plans and current condition make it difficult for buyers to know what is available and what sort of investment is required.
Paradoxically, one of the key players in declining enrollment - charter school operators - are the biggest customer of closed schools, buying or leasing 51 former public school buildings from the district, 38 of which closed between and The gymnasium of Miller High School, a historic building that closed in The school was later renovated and reopened as a charter school. Vacant schools are a drain on the community around them, attracting scrappers, drug dealing, and prostitution.
They quickly become eyesores, bringing down the property values of nearby houses. Demolition is often a last resort, when a school is no longer worth saving and has no future value. For many abandoned schools, the level of damage caused by scrapping is serious enough that they will have to be demolished. Detroit is not the only major city school district facing closures and consolidations: Pittsburgh closed 22 schools in ; Washington DC closed 23 schools in Between and , Chicago Public Schools closed 90 of its schools as the population of the city declined and enrollment fell.
CPS has faced many of the same challenges as Detroit: A large number of closed school buildings have had to be disposed of, with many of the same location and condition complications that Detroit has. While Detroit has struggled to find uses for its surplus buildings, Chicago has had more success. Of the 90 schools that closed between and , only four schools have been left vacant. Five were sold are now used for non-education purposes.
Three were demolished due to poor buildings conditions. Several schools were phased out over the course of a few years to minimize disruption to student life, and closed after the last class graduated.
However, the closings have proven to be more problematic. Of the 49 schools that closed in , only seven have been sold or repurposed for non-academic uses. Efforts to maintain and secure the large number of vacant buildings have run into the same problems as Detroit.
Water was left on at several shuttered schools, which froze and burst over the winter, causing serious water damage. Significantly, though, none of the schools were open to trespass. Many of the most recently closed schools are located in struggling neighborhoods. In late , Mayor Rahm Emanuel set up a committee to address the problem of the closed facilities.
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The unannounced closures have disrupted the lives of tens of thousands of students and their parents , who may be attracted to the relative stability of charter and suburban schools. But men were only marginally better.
The goal of this report is to address a simple question: What happened to Detroit Public Schools? Since the school district's peak in the 's, enrollment in DPS has declined as the city's population drops and parents opt out of public schools.
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