On the upcoming Nov. 3 ballot, Michigan residents are tasked with choosing two individuals to serve on the State Board of Education. This decision carries significant weight, as the outcome could determine whether the board, currently dominated by Democrats, maintains its composition or if Republicans gain sufficient leverage to create a 50-50 partisan split. Such a shift could introduce challenges for pushing through future policy changes.
The eight-member board convenes monthly to deliberate on matters related to public education across the state. It is also responsible for hiring the state superintendent, who subsequently oversees the Michigan Department of Education. The board's purview extends to the education of Michigan's 1.4 million public school students.
Presently, the board comprises six Democrats and two Republicans. Two incumbent Democrats are seeking re-election, while two Republican challengers aim to unseat them. The board functions as the “general planning and coordinating body” for public education in the state, though it does not control the state education budget or have the authority to pass new laws. In recent months, the board has passed resolutions establishing a special education committee, requesting that the Legislature provide sufficient financial resources for its duties, and opposing a federal tax credit scholarship program.
For Republicans, these election bids are seen as an opportunity to change public education, while Democrats express a desire to continue their current efforts to support public education. The Democratic candidates include Tiffany Tilley, an education consultant and retired public school administrator, and Pamela Pugh Pritchett, an adjunct professor and Realtor. The Republican candidates are Tammy Collins, a senior financial analyst at General Motors residing in Grosse Pointe Park, and Michelle Moeggenberg, a recruiter for a canvassing company and licensed child care provider.
Voters will also find third-party candidates on the ballot, including Charles Essner (Libertarian), William Mohr II (US Taxpayers), Christine C. Schwartz (US Taxpayers), Wissam Charafeddine (Green), Mary Anne Hering (Working Class), and Kelli Monroe (Natural Law).
One central issue in Michigan education is the state's third-grade proficiency in English language arts, which has reached a new low. The state has implemented several changes to address this. The new budget mandates that school districts receiving state funding must either select “evidence-based” reading curricula from an approved list or provide notification to parents explaining why they have not. Furthermore, the state is offering grants to districts for purchasing new curricula. Beginning next school year, districts must screen students for signs of dyslexia, and by the 2031 school year, elementary teachers will be required to complete “science of reading” training.
Candidates acknowledge these ongoing state efforts but offer varied perspectives on additional improvements. Tammy Collins argues that the state is delaying too long in mandating phonics training for all teachers, questioning why it can't happen within 12 months or during break periods with a proper funding mechanism. She suggests deploying Michigan Department of Education staffers to districts with low third-grade reading scores, such as Pontiac, Flint, and Detroit, to focus solely on teaching phonics. Collins noted that Detroit schools showed a small improvement on the latest Michigan Student Test of Educational Progress (M-STEP), contrasting with a statewide trend of lower scores, though Detroit remains below state averages.
Michelle Moeggenberg commends the state’s emphasis on the “science of reading” but stresses the importance of restoring instructional focus. She stated that without this, the quality of curriculum is irrelevant if students, teachers, and parents are not prepared for a learning environment with reliable, stable, and neutral classrooms. Pamela Pugh Pritchett emphasizes the importance of supporting teachers and ensuring that schools have a shared understanding of literacy as a core focus that can benefit other subjects. She advocates for smaller class sizes and state efforts to highlight the importance of parents reading to young children. Tiffany Tilley, who sponsored a resolution last year urging mandatory teacher training, praised the state’s new requirement. While a strong believer in local control, Tilley suggests examining models from states performing well in literacy to identify policies or laws Michigan might adopt to provide more input to schools.
Special education is another critical area. Last school year, 226,800 students, from birth to age 26, received special education services through individualized learning plans across public, private, or homeschool settings. Advocates have consistently called for changes to the system, including increased funding. In response, the State Board of Education recently established a bipartisan special education committee to strengthen services and outcomes for students with disabilities. The Michigan Department of Education has also brought in a new deputy superintendent to oversee the special education department and other units.
Tammy Collins highlights that paraprofessionals working with students with disabilities are not compensated well, which contributes to staffing turnover and difficulties for teachers. She emphasizes the need to support general education teachers in inclusive classrooms and address funding to establish paraprofessional roles as a profession rather than temporary employment. Michelle Moeggenberg also refers to teacher support and commends pending legislation that would clarify necessary training for special education teachers, noting that delays in action will leave more students behind. She stresses improvements in classroom sizes, teacher support, and clear parent involvement in Individualized Education Plans (IEPs). Pamela Pugh Pritchett, a member of the new special education committee, points to the shortage of special education teachers and acknowledges that there is significant room for improvement, which the board is actively investigating to propose solutions and procedural changes. Tiffany Tilley agrees that there is “definitely room for improvement” and expresses satisfaction with the internal changes within the state Department of Education and the formation of the new special education committee. She notes that identifying all existing gaps is crucial to determine how the state can best support its districts.