Battle to buy a school

The ongoing fight between the Detroit district and a charter school now heads to the state House and court

PHOTO: Detroit Prep
An empty room inside the former Anna M. Joyce Elementary School.

The dispute between the Detroit school district and a charter school over the use of a former district building is coming to a head this week, with the state House taking up a related issue on Thursday, the two sides headed to court on Friday — and powerful forces like the Wall Street Journal weighing in on the side of the charter.

The charter, Detroit Prep, may get some support for its legal case from the state House, which will hold a hearing on Thursday on legislation affecting such building sales. The House is considering a bill that, if approved, would make it illegal for government entities, including school districts, to use deed restrictions to block educational institutions from acquiring former school buildings.

District and charter school lawyers will also face off on Friday at a hearing in the Wayne County Circuit Court that will take up Detroit Prep’s request that the case be halted long enough for the house bill to pass.

The district rejected the charter school’s use of the abandoned former Joyce Elementary school in September, despite it having already been sold to a private developer, taking advantage of a stipulation in the property’s deed that required the district to sign off any non-residential use of the property.

Detroit Prep had wanted to buy and renovate the vacant building in Detroit’s Pingree Park neighborhood to house its growing student population. The school is currently in a church basement in nearby Indian Village.

The deed restriction meant the district will get a cut of the proceeds of the sale — roughly $75,000 — but the district has objected.

The district’s legal argument is that the deed restrictions put on many school buildings that were sold in recent years are valid and are designed to ensure that when property is sold, there is a long-term benefit to taxpayers.

“The district owns a great deal of real estate in the City of Detroit,” the district argued in a recent court motion. “DPSCD is very sensitive to the instability that a neighborhood can suffer when a school building is closed. To that end, DPSCD carefully selects the entities to which it sells property. Its property belongs to taxpayers. They are assets of the community, not private property. DPSCD is not only concerned with the purchase amount – but seeks to ensure that the potential purchaser is committed to: (i) not speculating (i.e., buying property for the purpose of investigating ways to re-sell at a profit); and (ii) offering a single consistent use for at least 10 years. These two contractual requirements are designed to lessen the impact of instability of a school closing and for the public good.”

Detroit Prep, alternatively, claims the restrictions are an unfair constraint on buildings that were built initially with taxpayers dollars. Legislation signed into law over the summer clarified that putting deed restrictions on former school buildings is illegal.

The school’s supporters also say they are not sure how allowing the building to sit vacant in an otherwise stable neighborhood is a benefit to the community.

The matter is playing out against a backdrop of simmering tensions between pro-charter school proponents and defenders of district schools. The tensions have escalated in Detroit since the arrival last spring of Vitti, who has been a vocal critic of charters, even vowing to put charters out of business by competing successfully for Detroit students.

The Wall Street Journal, a proponent of school choice, criticized the district in an editorial last week, describing the issue as “a case study in how far Detroit will go to punish charter-school students.”

“The farce is that the Detroit school district is spending money to defend the lawsuit even as it claims to lack the resources for basic education,” the editorial said.

To read more about the case, scroll down to court documents filed by  Detroit Prep and Detroit Public Schools Community District in advance of the hearing on Friday.







more money fewer problems

Detroit teachers will finally get paid for their years of experience if agreement holds up with district

Ally Duncan, an elementary school teacher in Lake County, works with students on sentence structure. (Photo by Nic Garcia/Chalkbeat)

Good news for Detroit district teachers stuck at a low pay level: The finance committee of the school board Friday recommended an agreement with the city’s largest teachers union to raise the pay of veteran teachers — and to bring in experienced teachers at higher salaries.

“This is a major step for the district to fully recognize experience,” Superintendent Nikolai Vitti said. “A lot of the adult issues have been put aside to focus on children.”

The changes will be for members of the Detroit Federation of Teachers, the city’s largest teachers union.

For years, Detroit teachers have bargained for contracts that severely restricted the pay of experienced teachers who wanted to come into the district. As a result, new teachers can currently only get credit for two years of experience, regardless of how many years they’ve taught in other cities or in charter schools.

Vitti has called that restriction a major reason why it’s difficult to attract new teachers and keep existing ones. And with fewer teachers, classroom sizes start to balloon.

Detroit currently has 190 teacher vacancies, down from 275 at this point last year.

The committee also recommended giving a one-time bonus to teachers at the top of the salary scale, to recognize outside experience for current and future teachers, and to repay the Termination Incentive Plan as soon as this September.

The incentive plan took $250 from teachers’ biweekly paycheck and held it to pay them when they left the district when emergency managers were in control, but the money was never given back to teachers, said Ivy Bailey, the president of the Detroit Federation of Teachers.

Teachers who have paid into the incentive plan from the beginning will receive $9,000. The teachers union made a contract with the district last year that stipulated the money be paid by 2020, but the new agreement would move the payment to this September.

Finally, a bonus — $1,373.60 — for more than 2,000 teachers at the top of the pay scale would be paid in December.

Potentially, some teachers receiving bonuses and who are eligible for the incentive plan payment would receive in excess of $10,000,

“The bonus for teachers on the top is focused on ensuring that we retain our most veteran teachers as we work on an agreement in the third year to increase, once again, teachers at the top step so they can be made whole after emergency manager reductions,” Vitti said.  “We can do that once our enrollment settles or increases.”

In all, the district proposes to spend a combined $5.7 million to pay current and future teachers for how long they’ve worked, $3.2 million on bonuses for veteran teachers, and $22 million on the incentive plan.

“This is something none of us were expecting,” Bailey said. “This is good for everyone. We already ratified a contract, so this is just extra.”

It’s a tentative agreement between the district and the Detroit Federation of Teachers, Bailey said.

If an agreement is reached and the school board approves it, the changes could give the district a new tool in trying to reduce the teacher shortage. It’s a major change for district teachers who saw their pay slashed by 10 percent in 2011. The new contract ratified by the union members last summer promised to increase teacher pay by 7 percent over three years but many teachers grumbled that it wasn’t enough to bring them back to where they were in 2011. 

The two groups are still in talks to “iron out the details,” Bailey said. Specifically, the union wants to make sure that district employees like counselors, therapists and college support staff also receive higher salaries commensurate with experience.

Detroit's future

Despite top scores in quality standards, Michigan’s early education programs neglect English language learners

PHOTO: Jamie Cotten, Special to The Denver Post
Josiah Berg, 4, paints a picture at Mile High Montessori, one of more than 250 Denver preschools that are part of the Denver Preschool Program.

Michigan’s 4-year-olds receive some of the highest quality education and care available in the country — that is, if your child can speak English.

Michigan was one of only three states to meet all 10 quality benchmarks designed by a national advocacy organization that released its annual State of Preschool Report this week. However, the state met only one out of 10 benchmarks for English language learners.

Four-year-olds enrolled in privately funded programs are not included in this data.

Enrollment and state spending per pupil stayed largely constant from the same report last year. About 30 percent of 4-year-olds are enrolled — some 38,371 children — while state spending was steady at $6,356 per pupil.

Compared to the rest of the country, Michigan ranks 16th out of 43 states and Washington, D.C., in enrollment for 4-year-olds and allocates about $1,000 more dollars on per pupil spending than the average state.

These findings come from the State of Preschool 2017 report published by the National Institute for Early Education Research, or NIEER, at Rutgers University.

Three states — Alabama, Michigan, and Rhode Island — met all 10 of the institute’s benchmarks for minimum state preschool quality standards. Benchmarks included things like student-to-teacher ratios, teacher training, and quality of curriculum.

But the only benchmark the state met for English learners is permitting bilingual instruction in the state-funded preschool program. Michigan did not meet benchmarks for assessing children in their home language, allocating more money for English learners, or making sure staff are trained in working with students learning English.

Authors of the new report say supporting English learners is important, especially early in life.

“For all children, the preschool years are a critical time for language development.” said Steve Barnett, senior co-director of the institute. “We know that dual-language learners are a group that makes the largest gains from attending high-quality preschool. At the same time, they’re at elevated risk for school failure.”

About a quarter of early education students nationwide are English learners. Michigan does not collect data on the number of early education students who are English learners, so it’s unclear how many students the low quality of instruction impacts.

Chalkbeat Colorado’s Ann Schimke contributed to this report.