THE EDUCATIONAL IMPLICATIONS OF HOMELESSNESS AND HOUSING INSTABILITY IN DETROIT

Oct 15, 2026

Uploaded by Angel

Research examining the educational implications of homelessness and housing instability in Detroit, focusing on how under identification affects homeless students and the educational system’s ability to respond. The report synthesizes data and analysis to explain geographic distribution, risks such as chronic absenteeism, and outcomes tied to grade-level instability. It also highlights rights of homeless students and the role of school supports, using methodology, limitations, and relevant policy context including the McKinney-Vento Act.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages72

Reading Time3 h 1 min

AccessFree to download

Executive Summary

Key Takeaways

Detroit’s Housing Market in Context

User’s Guide

Methodology

Limitations

McKinney-Vento Homeless Education Assistance Act and the Educational Definition of Homelessness

Rights of Homeless Students

Section 1—Overview: Homelessness in Detroit and the Challenge of Under Identification

Key Takeaways

Under Identification of Children Experiencing Homelessness

Opportunity

Geographic Distribution of Homelessness in Detroit

Unaccompanied Youth in Detroit: What We Do and Don’t Know

Section 2—Unpacking the Educational Impact of Homelessness in Detroit Schools

Key Takeaways

Most Homeless Children Are Not Living in Shelter

Children Experience Homelessness During More Than One School Year

Black Students Are Overrepresented

Middle School Students Least Likely to Be Identified

School Supports Can Make a Difference

Section 3—A Snapshot of Detroit Public Schools Community District (DPSCD) and All Detroit Charter Schools

Key Takeaways

THE EDUCATIONAL IMPLICATIONS OF HOMELESSNESS AND HOUSING INSTABILITY IN DETROIT Authors Jennifer Erb-Downward Amanda Nothaft Natalie Peterson Patrick Cooney Safiya Merchant Michael Blakeslee Michael Evangelist Our Thanks to We gratefully acknowledge the financial support of the Skillman Foundation and the McGregor Fund who made this project possible. We would especially like to thank the project stakeholders who have guided this work over the last two years: Paige Beasley, Lindsey Bishop Gilmore, Tanisha Carter, Catherine Distelrath, Kaitie Giza, Tasha Gray, Emma Herdean, Jolia Hill, Matthew Hoerauf, Ines de Jesus, Christina Mireles, Maria Montoya, Michelle Parker, Julie Ratekin, Vanessa Samuelson, Courtney Smith, Terry Whitfield, and Michelle Williams. This project would not have been possible without your guidance and tireless work to improve the lives of children and families in Detroit. We would also like to thank Lauren Slagter and Kristen Kerecman for their support getting this publication out into the world; Jasmina Camo and Kyle Kwaiserfor answering all of our data and research protocol questions; and Ruth Gretzinger, Jeff Knudsen, Liza Mondro, and Diane Tochman at Michigan Creative for the publication design. This research used data structured and maintained by the MERI-Michigan Education Data Center (MEDC). MEDC data are modified for analysis purposes using rules governed by MEDC and are not identical to those data collected and maintatined by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). Results, information and opinions solely represent the analysis, information and opinions of the authors and are not endorsed by, or reflect the views or positions of, grantors, MDE and CEPI or any employee thereof. TABLE OF CONTENTS EXECUTIVE SUMMARY........................................................................................................2 Key Takeaways.........................................................................................................................3 Detroit’s Housing Market in Context ...........................................................................3 USER’S GUIDE .............................................................................................................................5 Methodology ............................................................................................................................ 6 Limitations................................................................................................................................. 6 McKinney-Vento Homeless Education Assistance Act and the Educational Definition of Homelessness......................................................... 6 Rights of Homeless Students ..........................................................................................7 SECTION 1—Overview: Homelessness in Detroit and the Challenge of Under Identification.................................................................................... 8 Key Takeaways........................................................................................................................ 9 Under Identification of Children Experiencing Homelessness ..................10 Opportunity.............................................................................................................................. 11 Geographic Distribution of Homelessness in Detroit...................................... 12 Under Identification the Norm, Not the Exception ........................................... 13 Opportunities to Improve Homeless Student Identification in Detroit ................................................................................................................................... 14 Unaccompanied Youth in Detroit: What We Do and Don’t Know .............16 SECTION 2—Unpacking the Educational Impact

FAQs

What is the central focus of the report on homelessness and education in Detroit?

The report examines how homelessness and housing instability affect identification and educational outcomes for students in Detroit schools, including key risks and supports.

Why does under identification matter for children experiencing homelessness?

The report addresses how under identification limits opportunities to improve services and affects how students experiencing homelessness are recognized and supported.

What educational impacts are highlighted for homeless students in Detroit schools?

The report covers factors such as school instability, chronic absenteeism risk, disciplinary impacts linked to trauma, and grade-level proficiency and graduation or dropout outcomes.

Oct 15, 2026

Uploaded by Angel