The Detroit Public Schools Community District has reimagined the high school experience, offering differentiated diplomas tailored to college- and career-ready pathways.
In recent years, skills-connected learning has grown in popularity. Students are increasingly seeking alternatives to traditional four-year degrees, and confidence in higher education has plummeted.
But in Detroit, college preparation and career readiness aren’t mutually exclusive, says Superintendent Nikolai Vitti.
The district has moved beyond “minimalist” high school diplomas to offer specialized versions based on a student’s academic and career tracks. Detroit’s graduates can receive:
- Career diplomas: For students who pass industry-certified exams to accelerate employability after graduation.
- College-ready diplomas: For students who pass advanced placement or dual enrollment classes.
- Arts diplomas: For students who complete performing or fine arts classes, supporting admissions into national arts colleges.
- Basic diplomas: For students who meet basic credit requirements.
However, one challenge that keeps kids from graduating with a plan after high school is absenteeism. A student who is behind on credits can’t take the electives they want later in high school, Vitti says.
The district starts engaging students as soon as they enter freshman year. Its high school redesign gives ninth-graders smaller classes for more individualized instruction while offering seminars focused on career goals.
By the time a student reaches their junior or senior year, they’re dual enrolling in courses at community colleges and universities based on their job interests.
“Then kids can go to college, they can work after high school, they can get their associate’s degree faster,” Vitti says.
Modernizing the classroom experience
Meanwhile, the district is closing its math proficiency gap with the state. Math proficiency among students in grades 3-8 has improved by 3%, and SAT math scores by 2% for 11th-grade students.
It’s an achievement that required a data-driven approach to instruction and accountability, which was absent from classrooms when Vitti took the helm in 2017.
“I remember walking into classrooms and it was completely worksheet-driven,” he says. “Very little direct instruction. No data to differentiate instruction.”
Now, classrooms follow one of three models: teacher-led instruction, small-group lessons tailored through tablets, or one-on-one support from an “academic interventionist”—a college graduate who works with students below grade level.
At a systems level, the district took an aligned approach to curriculum and reinforced teaching grade-level content, even for students who are behind. “Best practice is not to implement curriculum below the standards,” Vitti explains.
Accountability measures have also been added. Influenced by the Florida model, where Vitti previously served, the district gives each school a letter grade, and principals and teachers are awarded performance pay tied to student achievement and growth.
“Every quarter I’m checking in with our principals on interim assessment data,” he says. “Where are we improving? Where are we not? It’s about problem-solving and shifting resources to those schools to better support them.”
