Abstract
This chapter focuses on the ways state education policies and funding undermined educational opportunity in Michigan. In 2005, the State of Michigan raised science and math requirements for the graduating class of 2011, but it cut K-12 funding when schools were implementing higher cost science and math courses. The new curriculum had been recommended by the Governor’s Commission on Education, but the report overlooked the role of school funding. The state implemented higher requirements along with reductions in schools’ funding, adding to the high-risk contexts for the implementation of newly required graduation requirements in Detroit, where the population declined and charters were expanded.
Leanne Kang, Karen Moronski-Chapman, and Amy Fisher provided assistance with analyses used in this chapter’s tables.
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St. John, E.P., Girmay, F. (2019). Educational Policy. In: Detroit School Reform in Comparative Contexts. Neighborhoods, Communities, and Urban Marginality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19011-8_3
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