Detroit’s schools are still recovering from the deep wounds of systemic neglect. Redlining, segregation, and a crash in city revenue starved schools of resources. Meanwhile, state funding for Detroit continues to lag behind wealthier districts. 

Over the years, control of Detroit schools has taken many turns that have added to the trauma.

First, it was mayoral control, and later, state‑appointed emergency managers. These interventions were supposed to help, but they often made things worse.

Through it all, poverty has entrenched itself in the households of many Detroit students. Housing instability, unreliable transportation, and inaccessible healthcare have added trauma on top of trauma. And then came the pandemic,  erasing precious early learning time.

But like the city itself, Detroit schools have been slowly, steadily rising. The latest glimmer is the new M‑STEP results, which show Detroit public school students largely making steady incremental improvements in math and English.

A Chalkbeat Detroit analysis of Michigan’s 2024-25 standardized tests puts the results into deeper context, showing Detroit’s third‑graders reading at their best level in over a decade. 

Still, only about 13% of DPSCD third graders reached reading proficiency, that’s compared to nearly 39% statewide.

So what do these modest gains really mean, and how long can they last?

Dr. Nikolai Vitti, superintendent of Detroit Public Schools Community District, joined Robyn Vincent to answer these questions.

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In her latest book “Original Sin: The (Mis)education of Black and native Children and Construction of American Racism,” author, poet, and University of Chicago sociology professor Eve Ewing uncovers historic wounds that she believes explains how education today falls short, particularly for children of color.

“Original Sin” situates the construction of Americans schools alongside American slavery and the attempted genocide of Native Americans. She argues they are used as a tool to condition Black and native communities.

While schools here in Michigan are struggling to develop student’s reading and math skills, producer Cary Junior II explored why Ewing believes the way we measure and define intelligence is inadequate.

Listen to The Metro weekdays from 10 a.m. to noon ET on 101.9 FM and streaming on demand.

Subscribe to The Metro on Apple Podcasts, Spotify, NPR.org or wherever you get your podcasts.

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