For Michigan public school students, although all days are vital, two days each year eclipse all others in significance. Known as Count Days, these pivotal moments occur on the second Wednesday of February and the first Wednesday of October. Far from ordinary, these days serve as keystones in the financial structuring of education, transforming student attendance into crucial data. This ritualistic counting is more than a mere tally; it’s the lifeline of educational funding, determining the flow of resources crucial for the enrichment and sustainability of the state’s academic programs.
“We know that being present every school day matters, and during Count Days, a window is created during these days deeming them important because it’s how our District receives funding. With two Count Day periods per school year, the Winter count provides a foundational basis for our Fall budget planning. We will always encourage families to make plans to be in school every day, and this year, we will leverage Count Day, which falls on Valentine’s Day, with ‘love notes’ as a small token of our love for our students” said Angelique Peterson-Mayberry, President, Detroit Board of Education.
On these designated days, every student’s presence in school transcends routine attendance, becoming a vital statistic that directly influences the distribution of state funds. This process ensures that the physical presence of students in classrooms translates into tangible financial support, critical for fostering an environment conducive to learning and growth. The Michigan Department of Education relies on these figures to allocate per-pupil state aid, with the count in October accounting for 90% of the annual funding and the February count contributing the remaining 10%. This year, the spotlight turns to Wednesday, February 14th, a day poised to play a pivotal role in shaping the educational landscape for the upcoming months.
The significance of Count Days was further underscored last June when the Michigan Legislature green-lit a historic $24.3 billion school aid budget, propelling the per-pupil allocation to an unprecedented $9,608—a $458 increase, marking the largest per-student funding in state history. This financial boost is particularly crucial for districts like Detroit Public Schools, where the demands are substantial. In neighborhoods where students often confront myriad challenges outside school walls, the promise of augmented resources and improved access to quality education stands as a beacon of hope. For these young learners, especially those from Black communities, the support garnered through Count Days transcends mere academic enrichment; it is about fostering personal growth and resilience in the face of adversity.
“These count day funds will afford our students the opportunity to receive exceptional after school tutoring programs, credit recovery programs for students who need to earn required graduation credits, most importantly second count day dictates fall expenditures. In other words, these funds are used to hire teachers and ancillary staff needed to assist students who need additional services,” said Lisa Phillips, Cass Tech High School Principal. “As the principal, our second count day represents our financial foundation that will be spent to elevate our student’s academic achievement and provide our parents with tools needed to assist with their parenting skills. It’s critical that our enrollment is healthy.”
Count Day takes on a profound significance within the corridors of Detroit Public Schools, serving as a crucial juncture for securing the financial underpinnings essential for nurturing the educational aspirations of inner-city students, particularly those from the Black community. In a city celebrated for its resilience and rich cultural understanding, these designated days of attendance are more than administrative formalities; they represent a beacon of hope and a critical opportunity to channel much-needed resources into environments where the intersection of education and empowerment is most needed. For these students, the funding that stems from Count Day is not just a figure in a budget; it’s a lifeline that can provide access to advanced learning materials, state-of-the-art facilities, and programs tailored to address the unique challenges and harness the distinct potentials of our vibrant student body.
As President of Detroit Federation of Teachers Lakia Wilson stated, DPSCD is on a rising trajectory, “We are optimistic that we are gaining students in the Detroit Public Schools Community District. We just received that we are one of the most improved school districts and that is the trajectory that we are on. We are putting in the work, we are excited about the work, we’re excited about our children and the opportunities that they have so our count days are critical. We want to make sure that children attend school not just the second Wednesday in February but every day. I cannot overstate enough that you cannot make up an absence and you cannot recreate a school day.”
The impact of Count Day funding in Detroit goes beyond conventional academic parameters, touching upon the very essence of community building and personal development. For many Black students in the inner city, the challenges encountered outside the school gates often carry over into their academic journeys, making the need for comprehensive support systems and educational resources even more critical. Count Day’s role in driving funding becomes a pivotal factor in ensuring that Detroit Public Schools can offer a sanctuary of learning and growth, equipped with the tools necessary to not only address the academic needs but also to foster a nurturing environment where these young minds can flourish. The funds allocated as a result of Count Day enable the implementation of programs that are sensitive to the socio-economic realities these students face, thereby paving the way for a more equitable and accessible educational landscape that empowers every student to reach their full potential.
When it comes to amplifying resources and the academic advancement for students, Phillips rallies behind this initiative, “We all enjoy the resources, let’s love on our students, and make sure we receive what’s needed to continue being second to none.”
Count Days demand more than just student attendance; engagement and active participation in classes are prerequisites for being counted towards funding. This requirement, stipulated by the state, ensures that the allocation of funds reflects genuine engagement in the educational process. Recognizing life’s unpredictability, the state offers provisions for students unable to attend on Count Days. Those with excused absences are granted a 30-calendar-day window to attend school and be counted, while those with unexcused absences have 10 school days to make their presence known. Even students serving suspensions are given a chance to contribute to their school’s tally, provided they return within 45 calendar days.
“Can you imagine what our schools and what our children would be like if our attendance improved?” a question posed by Wilson referring to DPSCD known absenteeism struggle. During the 2022-2023 school year, the district saw a decrease in chronic absenteeism to 68%, a notable improvement from 77% the year before, yet still higher than rates seen before the pandemic. The challenge of reducing absenteeism persists, but there are signs of positive progress ahead. “If we are improving in spite of the obstacles, in spite of having many students with chronic attendance issues, can you imagine the growth that our young people would see if we could simply overcome that attendance hurdle?”
Through the prism of Count Days, the intricate interplay between policy, community needs, and the collective pursuit of an enriched educational future comes into focus. These days underscore a commitment not merely to count students but to ensure every student’s presence significantly impacts their school’s ability to offer pathways to success. In this way, Michigan’s dedication to its young learners’ molds and manifests, promising a brighter, more inclusive future for all who pass through the doors of its public schools.
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