Educational inequality has existed in the Southeast Michigan area of the United States since the birth of institutional, urban schooling in the US.
Inequality between lower and higher class districts have perpetuated divisions in educational opportunities and outcomes between Michigan communities, especially areas in and around Detroit, the state's largest city.
Since it is more common for people of color to be part of the less-affluent communities with fewer educational resources, the phenomenon has also perpetuated opportunity differences between races.
The gaps in educational inequality and acquirement negatively affect residents' development into adulthood, specifically when it comes to employment between whites and blacks.
Previously home to the Ford Motor Industry, Detroit gained recognition as the country's pinnacle of a thriving domestic labor markets.
Worsened economy meant compromised spending in school systems, especially those that were already less-funded in comparison to more affluent districts.
Detroit became the final destination of many African Americans involved in The Great Migration, most of whom moved into predominantly black neighborhoods; this demographic change in Michigan's population affected the degree of segregation in all aspects, including education.
Un-welcomed into white communities, African American families were forced to send their children to lower quality schools within their poorer districts, affecting educational opportunity significantly.
The court ruled that schools were, "not obligated to desegregate unless it had been proven that the lines were drawn with racist intent on the part of the districts."
Detroit public schools have high illiteracy rates and low academic performance compared to cities across the United States; "eighth graders scored lowest in math and reading in the nation.
Teacher vacancies, poor heating and cooling infrastructure, and lack of textbooks and materials are environmental features that contribute to the inequality of opportunity that exists in Detroit public schools, relating to low levels of academic achievement.
[dubious – discuss] Public counsel and educational policy makers avoid resolving this matter as part of litigation processes, arguing that the state can't be held responsible for illiteracy.
The Latino community in Detroit has voiced their concerns in response to the impacts of changes made to standardized testing and teacher assessments in public schools.
These changes were made by the Obama administration in an attempt to hold schools, teachers, and students more accountable in hope of improving achievement scores.
Resistance efforts made by the youth of these communities communicate that policy reforms have created the need for more police enforcement, caused overcrowding, and under-resourced classrooms in certain schools, despite their intentions.
In the south and west of the state, a greater percentage of local funding was supported by property tax revenues in 1989-90 than 2002–03.
[10] This outflow of workers and recession in Michigan decreased tax revenues that financially support the public schools.
According to the House Fiscal Agency, 80% of all districts (including charter public schools) receive between $7,100 and $7,400 per student through the foundation allowance formula; 94% fell between $7,100 and $8,500 in 2010.
According to Michigan Radio (NPR),[13] lower-end schools receive less funding, less qualified teachers, and worse resources and infrastructure.
These inferior educational environments are hindering the children's ability to be properly prepared to succeed in high school and continue on to college.
[14] That being said, research shows that economically integrated schools will improve all children's success, creating greater opportunities to attain a college degree in the future.
The Detroit Free Press[15] claimed that the college graduation gap for low income students has reached an all-time high.
[19] Moody's investors service released a report in 2018 stating that “the Detroit Public School Community District (DPSCD) could also become a major drag on revitalization beyond downtown.
Charter schools shape the education market that is distinguished by surpassed capacity, policy-enabled choice across districts, and also with a need to fill seats or close instead.
Inequalities in school systems that stem from socioeconomic status are shown in Southeastern Michigan, and specifically in Wayne County (Detroit).
In the early 2000s Detroit lost at least 25% of their population, basically causing the economic downfall of the city while the “white neighborhoods” were still thriving.
Other scholarly pieces, such as Unequal Childhoods, a book by sociologist Annette Lareau, show the different parenting styles between low- and high-income houses.
The hope is that the NEI will help areas of all counties with less economic prosperity to close the existing wealth gap that is apparent is many of the regional public and private schools.
They also show that only men, and not women, with an associate degree, meet the margin for earning enough income to live the American Dream.
Men with a bachelor's degree are able to attain the American Dream, while women with the same level of education fail to reach that income threshold.