PAGE 18 » Southeastern hosts college and career fair
PASSION FOR EDUCATION
PAGE 10 » CMA principal Cox uplifts students, staff
ROAD TRIP
PAGE 15 » Detroit students leave classroom to explore colleges, careers
SELF-LOVE
PAGE 19 » Marygrove club celebrates natural hair
PIECING IT TOGETHER
PAGE 21 » EEVPA puzzle club connects students
MAT CHAMP
PAGE 24 » CT freshman wins wrestling title
NEW YORK, NEW YORK
PAGE 14 » DSA Vocal Department wins big in the Big Apple
THE STUDENT VOICE OF DETROIT’S HIGH SCHOOLS
PAGE 22 »
Renaissance students volunteer with nonprofit organization
BUILDING COMMUNITY
ACADEMICS
King anatomy class dissects sharks
By Sa’Nya Jones and Antonia Perry Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
On March 31, King’s anatomy classes had the chance to experience a dissection of sharks.
The class, which is run by Shedrick Ward, a researcher and educator, is a central point for students who are interested in strengthening their knowledge of the world of human anatomy. It fosters a deeper understanding of the anatomical structures and functions as well as allowing students a handson experience.
“My goal is to open up experiences so that students can have an easier path when they graduate from high school going into any medical field,” Ward said.
Ward’s class is designed to prepare students for the more difficult nature of college-level science courses. He provides a challenging yet supportive environment for students to equip them with essential skills such as critical thinking, teamwork, and
communication.
“It’s preparation for young people that want to go into medicine,” Ward said. “We believe that the early experiences may clear the way for what’s expected when you graduate from high schools and get to a college or university.”
Senior Tyler Hill agrees that Ward’s class is working to prepare students for college readiness. Within medicine and science, students are given the chance to learn differences, similarities, and all other important information about the human body and its systems by comparing it to amphibians, elasmobranchs, and other mammals.
“Dr. Ward always pushes each one of his students to do as best as possible,” Hills said. “He prepares us to be responsible. So, it’s a great step for the next level.”
Additionally, Ward’s methods of teaching, the learning environment, and the fast pace of the class can be compared to a college course, giving students a look into what may be next.
Cass Tech brings history to life with annual wax museum
By SyAnn Anderson and Daja Carmichael CT Visionary Cass Tech High School
Cass Tech's social studies department hosted its annual Real Life Wax Museum on February 28.
The social studies department has hosted this popular event at Cass since 2015 in honor of Black History Month.
Social studies teacher Kimberly Mattison said students take on a persona of a Black person from history and deliver monologues in character of their chosen person. These monologues are designed to teach about the person's impact on Black history in a creative way.
Mattison said events like these are important for students to participate in because “it gives them a chance to do something different and it gives them exposure to important Black impactors from history that they may not been familiar with.”
Junior Zirrea Brown, one of the “wax” figures, said she enjoyed participating in the event. She took on the persona of Zora Neale Hurston.
“I definitely would do it again … because I was able to go out and talk to people and I was able to learn more about Black history in general,” Brown said.
Photo by Crusaders’ Chronicle Students dissect sharks in anatomy and physiology.
Photo by Crusaders’ Chronicle
Senior Tyler Hill cuts through the integument layer on the bottom of the dogfish shark to reach the organs.
Photo by Crusaders’ Chronicle Junior Jessie Little is one of the top performers in anatomy and physiology.
Photo by Sy’Ann Anderson/CT Visionary Lance Johnson as Frederick Douglass at the Real Life Wax Museum.
Photo by Daja Carmichael/CT Visionary Zirrea Brown as Zora Neale Hurston at the Real Life Wax Museum.
Cass Tech students partner with professors to analyze articles written in Dialogue over past 10 years
By Sanzeda Akter
CT Visionary Cass Tech High School
This semester four Cass Tech students were given the opportunity to be student co-researchers. They interned with two professors from University Of Michigan and University of North Carolina respectively. The purpose of the research was to determine what is important to Detroit students by analyzing the articles written in the Detroit Dialogue over the past 10 years.
The student co-researchers met with the university
professors, Michaela Krug O’Neill and Simona Goldin, virtually. They analyzed Detroit students' perspectives within the Detroit Dialogue articles. They then discussed the impact of the student journalists’ perspectives. The research hopes to highlight youth voices and inspire change in education.
University Of Michigan professor Krug O’Neill said the goals of the internship was that “we really want to listen in, listen to and attend to the voices of young people and the things that they have to say … so we can improve the schools and education and world that we live in.”
Krug O’Neill stressed the importance of high school students participating in this type of research.
“If we're going to dig into these archives and look at the
ways that Detroit youth are writing about their world, I think, it's really important to have Detroit High School students be a part of that analysis and be engaged in thinking about and making sense of these articles,” Krug O’Neill said.
Krug O’Neill said making research decisions with the high school interns at Cass Tech was informative and both she and Goldin enjoyed the experience
Upon the end of the internship, the student researchers determined that today's students are often concerned with the same issues as students from years ago. It was determined that the common themes are the human condition, individual agency, and the knowledge needed for justice.
NAF recognizes Southeastern’s Academy of Finance
By Jungaleer Staff
The Jungaleer
Southeastern High School
Southeastern’s NAF Academy of Finance have been awarded NAF’s Katherine Blasik Distinguished level recognition for 2025 –NAF’s highest level of achievement.
The designation is given to a select few who have reached Katherine Blasik Distinguished level on NAF’s annual assessment. According to a press release from NAF, this means Southeastern exhibited strong fidelity to a design that prepares students for success in college and careers. Katherine Blasik Distinguished level is determined by an academy’s score on an assessment that measures strengths and challenges in implementing NAF’s program. Site visits, hosted virtually this year, were conducted to verify scores.
“This recognition is a testament to all those who help make our academy a success,” said Southeastern High School Academy Leader Jasmine Palmer-Gray. “Without our students, teachers, business and community partners, we couldn’t achieve this level of success.”
to all
According to its website, NAF’s goal is to transform how education is thought about in order to offer personalized learning environments and career-focused curricula. Outside the classroom, students are equipped with the skills to be successful in any pathway they choose.
In a press release, NAF Chief Executive Officer Lisa Dughi said, “Congratulations to all our Katherine Blasik Distinguished and NAF Model academies on this esteemed recognition! NAF celebrates you and is
thrilled to spotlight your contributions and successes, in preparing the next generation of leaders. We thank you for your hard work and dedication and know that the entire network will benefit from your impressive exemplars.”
Photo by Nyla Terrell/CT Visionary
CASS TECH student researchers: Newspaper teacher Jill Thomas, Ja’Niya Marks (student intern), Sanzeda Akter (student intern), Damiah Moore (student intern), professor Simona Goldin, Amia Coates (student intern), and professor Michaela Krug O’Neill.
Courtesy photo Southeastern High School Academy Leader Jasmine Palmer-Gray said the NAF Katherine Blasik Distinguished level recognition “is a testament
those who help make our academy a success.”
EEVPA at Finney welcomes two new Assistant Principals
Leadership promotions at The Ville created vacancies for the administrative team. The Voice of the Ville interviewed assistant principals Nolan Proctor and Vivian Pearson to discuss their backgrounds and roles.
AP Proctor joins the EEVPA@ Finney family
By Jaidea McGowan and Ke-Ahjanae Pitts Voice
Voice of the Ville: Tell us about your background, prior to coming to The Ville.
Proctor: My previous administrative positions include Dean of Culture and assistant principal at the middle school and high school levels.
Voice of the Ville: How does your role support the administrative team?
Proctor: As the assistant principal, I oversee our cultural leadership team, work with the special education department, and elective teachers. I am also responsible for the master schedule, and assisting the other assistant principal, AP Pearson, with testing.
Voice of the Ville: What advice would you give for incoming freshman on balancing their grades and sports?
Proctor: It is important to get involved in sports or a club. You must maintain a certain GPA to have the opportunity to participate in sports, but you also have an opportunity for study hall or something in that nature, and a chance to connect with other students. In your ninth-grade year, you want to set the foundation for creating good study habits,
reviewing your transcripts to make sure you stay on track for graduating in four years.
Voice of the Ville: Looking back over your entire career, is there anything that you would change?
Proctor: I don’t think I would change anything. I think everything happens for a reason. Sometimes people are put in places to gain experience. This experience may be something you can use-whether it is a good or bad experience-it will be something that you can take with you, or the experience has taught you what not to do. With every experience, I have been able to learn something either from my boss or my peers. And it has all been a good experience that has helped me to get where I am today.
Voice of the Ville: Who has been your inspiration in terms of where you are today?
Proctor: My dad. He was my principal in high school. I saw my father go to work every day, and I got a chance to go with him to work. My father was the principal for me and my two sisters. My dad is the reason that I am where I am today.
AP Pearson joins the EEVPA@ Finney family
Voice of the Ville: Tell us about your background before joining the EEVPA@ Finney Family.
Pearson: As a certified social studies teacher, I have taught at the middle and high school levels. These courses include: U.S. history, geography, and world history. I received my master’s degree and administrative certification and was an assistant principal for two years before transferring to EEVPA@Finney.
Voice of the Ville: How does your role support the administrative team?
Pearson: In my role as the AP, I am charged with the following responsibilities: Instructional Coach for the science and social studies teachers, assessments (testing), and Powerschoolmaking sure grades are posted correctly in the system.
Voice of the Ville: What advice would you give to incoming ninth graders or outgoing seniors?
Pearson: The advice that I would give to the seniors is to have a plan. That plan should have short term and
long-term goals. Make sure the plan includes personal and financial goals. And surround yourself with people who will help you meet your goals. I would advise the incoming ninth graders to read and it does not matter what they read. It is important for them to improve their reading comprehension skills. Also, if you like to play video games, play video games. If you can understand how to play the games, then you can code, you can do robotics.
Voice of the Ville: Tell us something about you that would surprise most people.
Pearson: Throughout my high school career, I was on a puppet team with my church. I was a good puppeteer, and I used to win state competitions. In 1989, in my senior year, I was puppeteer of the year in Michigan. The prize was a trip to Zimbabwe in the fall 1989, but I could not go because I was scheduled to start college at Jackson State University. My whole church went to Zimbabwe without me, and I am still mad about that.
of the Ville
East English Village Preparatory Academy at Finney
Photo Courtesy by Jaidea McGowan/Voice of the Ville Nolan Proctor oversees the cultural leadership team and elective teachers.
Photo Courtesy by JaVontae Bell/Voice of the Ville Vivian Pearson is the instructional coach for science and social studies teachers.
By JaVontae Bell, LaMarcus Beverly and Alonie Anderson Voice of the Ville East English Village Preparatory Academy at Finney
Crusaders’ Chronicle adviser prepares to retire
Alyah Daniels and Kamoura Seymour Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
After 18 years as a journalism adviser for the district, Veronica Jackson is now handing over the program to another teacher. Her experience as the journalism lead began at Cleveland Intermediate, then Pershing, and now King.
“At Cleveland Intermediate High School, I saw a need for the program and asked the principal if I could start the school’s newspaper,” Jackson said.
There is always a story to cover, and Jackson pressed upon her journalists to think outside the box and prepare to interview on the spot.
“Ms. Jackson has done an excellent job as the journalism adviser,” lead ELA teacher Matthew Johnston said. “The Crusader elements of the district paper are always
impeccable. The stories are interesting, thorough, wellresearched and technically sound. She will be sorely missed here at MLK as a teacher and with her outstanding work with the journalism team.”
It is important for the administration to find an applicable teacher that mirrors Jackson’s ways of teaching. She provided her journalists with a peaceful and relaxing atmosphere which motivated students. Having her as a teacher allowed her students to see the beauty of writing. She gave her students an outlet to consider journalism as a future career.
“With the type of adviser Mrs. Jackson is, my skills and knowledge in journalism have improved greatly,” senior and editor Sa’Nya Jones said. ”The experiences she has exposed her students to has allowed for me and others to step out of their comfort zones and improve their social skills.”
Jackson values her students’ education and tends to prioritize teaching her students material that she knows will benefit them later in life. Beyond graduating, her former
students still give her praise.
“Everyone I graduated with tells me to give her praise because we got through school because of her and we are still using many things she taught in her class,” class of 2024 journalist Taylor Garner said. “Luckily, Jacks can feel the energy that walks into her classroom, and she took the time to get to know me as a person and the things I have been through. Her taking that time and effort out of her day to make sure I was always okay genuinely pushed me as a person but even further as a student.”
Jackson stresses that this position takes a lot of diligence. She had to push some students to see their own potential, but once the journalists see their work in the newspaper, they get excited.
“This job takes a lot of time and effort especially when teaching other subjects,” Jackson said. “However, seeing the journalists’ faces when they see their articles in print makes it all worth it.”
Michigan College Access Network recognizes King
By Robynique Clarke and Brandi Ellerbe Crusaders’ Chronicle
Martin
Luther King Jr. Senior High School
The Michigan College Access Network recognizes King as one of the top high schools with the highest college application rates for the school year. Students received help and support from counselors regarding the college application season, which is reflected in the data.
“The counseling team wants our students to have every opportunity available to them,” counselor Denise Barnes said. “We also want our students to have options and that is why we push for them to research and apply to colleges and then they can make a sound decision as to what school they want to attend.”
The counselors have worked with seniors closely to prepare students for their post high school plans. They take time out to address all questions or issues students have.
“My counselor has helped me a lot, even if it’s just answering simple questions that I had, to showing me exactly how I should fill out information,” senior Davont’e Davis said.
The counselors play a significant role in seniors completing college applications and are able to connect with students on a deeper and more personal level.
“[Counselor Barnes] told me how MSU was a great college for her, and I took her advice
and committed to that school,” senior Morgan Tolbert said.
The counselors have been very helpful to students during such a tedious process of applying to colleges. They have pushed their students to remain diligent and responsible during this process. Not only is it about the application itself, but they also guide seniors to new information and scholarships.
“They sent out many links to scholarships making sure us seniors apply, constantly reminding us of the important deadlines,” Tolbert said.
There are times when family members cannot help with college and scholarship applications. This is when the counseling team directs students.
“They made it less stressful,” Davis said. “I really didn’t know what I was doing because I’m a first-generation college student, so they just made it a lot easier navigating everything.”
The counseling team wants to open seniors’ eyes to the opportunities available to them, so they get colleges and universities to come to King.
“We bring in colleges and universities from around the world, even visiting the University of Windsor in Canada,” Barnes said. “Our students deserve the very best and that is why we work so hard to assist them and their parents.”
Photo by Crusaders’ Chronicle
Counselors Leonard Miller, left, Anneatra Kaplan, and Denise Barnes, right, work diligently to assist seniors.
Eighth grade Signing Day is successful
By Grayce Green Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
On April 16, the incoming freshmen for Fall 2025 had an opportunity to learn more about King and sign up for clubs, teams, robotics, and electives during Signing Day. The program gave future Crusaders and their families an opportunity to see the band, drama club, dance teams, cheerleaders, and several displays that represent what is happening in and out of the classroom. There were about 450 people at this event, and they had a chance to meet administrators and staff members.
“It’s about committing to who we are as Crusaders,” principal Damian Perry said. “I really think it’s important that you have a program like this that really emphasizes
the importance of the commitment of what it is to be a student at King High School.”
Signing Day offered a chance for the incoming freshmen to understand what it means to be a Crusader. The eighth-grade students seemed a little nervous because of all the performances and displays to view in the performing arts wing.
“It will really make me a productive human being in life,” eighth grader Maleah Clark said. “It really will bring out my utmost creativity and put all my effort into showing that I am a trustworthy and hardworking human being.”
Future Crusader Jasiah Willis is interested in music, so he was impressed with the band’s performances.
“I hear they got some good programs academically,” Willis said. “I like band, orchestra, marching band, and things like that.”
Many future Crusader parents got to see their child’s first glimpse into high school life because of this event. Signing Day was not just for future Crusader students, as it was also for future families. Parents saw their child branch off and find groups and clubs they might like to join once they are freshmen.
Signing Day helped parents feel at ease with their decision to send their child to King with the various programs offered and meeting staff and administration.
“I'm excited to see, this might sound crazy, a personality change,” parent Octavia Clark said. “I see how she's starting to mold into a young woman. I'm excited to see her start joining clubs and teams and things of that sort.”
Educators recognized, appreciated
By Iyanna Young Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
Teachers put in a great amount of effort to shape future generations; however, they don’t always get the recognition they deserve. Teachers go beyond the bare minimum to properly guide students through their educational and life journeys.
“I don’t teach just the mathematics,” algebra teacher Benjamin Harris said. “I try to teach life skills, and I try to develop relationships with my students so that it makes the learning easier, and they become not only better math students but better people.”
While all educators are busy, some have it harder than others. The subject they teach can determine how much work they take home with them, which takes time away from their personal lives and families.
“I do bring home the work, and my husband would sometimes say, ‘Oh, please give it a rest. You should relax when you get home.’ I’d tell him it’s either now or later, but it’s got to be done,” English teacher Joann Jenkins said.
There often isn’t enough time in the school day to teach everything they'd like. Not only are teachers constantly pressed for time, but they are also limited to certain material they can teach. The district expects teachers to stick to the curriculum which limits their own creativity.
“I really don’t have to do or to give out everything I’d like to,” world history teacher John Mayberry said. “We’re so stuck to the curriculum that there’s not a lot of time to give what I call life lessons because we’re always preparing for some test.”
Photo by Crusaders’ Chronicle Parent Octavia Clark and her daughter participate in King’s Eighth Grade Signing Day event.
Photo by Crusaders’ Chronicle Take the Lead drama club performs for the incoming freshmen and their families.
Photo by Crusaders’ Chronicle Algebra teacher Benjamin Harris assists junior Kory Keys on CPM equivalent expressions.
Students build portfolios in X Factor program
By Kamora Lomeli-Hoskins
Voice of the Ville
East English Village
Preparatory Academy at Finney
Every year there is always a small group of students in the X Factor program that speak at and present their digital portfolio to school faculty and local events. The Voice of the Ville spoke to Sandra Shackleford to learn about the purpose of her program.
Voice of the Ville: What inspired you to start the X Factor program?
Shackleford: For over 30 years, I have been passionate about helping students develop strong verbal and writing skills to express themselves confidently and intelligently. I created opportunities for students to apply those skills in real world settings, including speaking before large audiences of their parents, educators, and community members.
After retiring, I wanted to continue this work on a smaller scale because I recognized the ongoing need for relevant and transformative programming. For the past four years, EEVPA students have built personal portfolios that will enhance their ability to stand out from their competition during their college application process, during interviews, employment, in their community and beyond.
Voice of the Ville: Did you experience any challenges when you first started the program?
Sandra Shackleford: As a former full-time teacher, I worried that forming lasting connections and relationships with the students I don’t see every day would be difficult you know in school when you’re teaching you have those same students for a whole year even if it’s not a whole year, it might be a semester that you have them but they’re around you every day, you begin to build those relationships, learn who they are, they know who you are, but through my programming I have not only lasting relationships but I have created powerful mentorship opportunities that continue to thrive in the schools, where my programs are so it is just been amazing I have been able to develop these relationships with all of my students in the programs, they continue to keep in contact with me.
Voice of the Ville: Is there anything that you would change about the program?
Shackleford: One of the things that I would change would be to have more staff so that I could extend the program to more schools.
Voice of the Ville: What is your biggest accomplishment within X-Factor?
Shackleford: My greatest accomplishment is seeing students understand that the best project they will ever work on is themselves, get a little teary with that. It is truly inspiring to just hear others speak about the transformations they witness in the students at their schools so when I hear teachers at EEVPA, Mr. Reese, your administrators, and other teachers talk about how the students walk differently, they sound differently, their personalities have changed, they have become these students that are true leaders in their school community.
Student teachers guide, inspire next generation
By Cameron Watson Husky Howler Marygrove High School
Many students at The School at Marygrove do not realize that in addition to being one of Detroit Public Schools Community District’s newest schools, TSM also boasts the nation’s very first Teaching School. Modeled after teaching hospitals, the University of Michigan Teaching School is a place where teachers-in-training and newly certified teachers go to get the support they need to learn how to be excellent teachers.
This year at the Marygrove high school, there are three student teachers from the University of MIchigan: Zoe Lawson, Jack Debona and Michael James.
These student teachers are finishing the clinical component of their teacher training and intend to pursue teaching so that they can shape and empower future leaders. In Michigan, becoming a student teacher isn't optional—it's a requirement; to earn certification, aspiring teachers must complete a set number of student teaching hours.
The student teachers’ experiences offer valuable insights into the challenges, growth, and rewards of preparing the next wave of educators. By sharing their journeys, I hope to highlight the impact they are making and provide a deeper understanding of what it takes to step into the role of a teacher and mentor.
Zoe Lawson, who is in Ms. Jordan’s classroom, said she believes that a teacher's role is to help students discover who they are. One of the challenges she faces is commuting from Ann Arbor, which means a long daily drive to TSM. Balancing her responsibilities as both a student and a teacher can be demanding. She has to manage her own U-M coursework while also dedicating herself to the classroom and everything that comes with being an educator.
“It can be challenging,” Lawson said. “It requires a lot of preparation beforehand. You have to understand what students need and how to be effective in the classroom, which takes a great deal of effort and dedication."
Despite these challenges, Lawson finds being a student teacher incredibly valuable because it offers a unique opportunity to practice the job she’s preparing for while still having the guidance and support of a mentor, a privilege that some professionals in other fields don’t experience. Lawson said she deeply appreciates this experience and believes it plays a crucial role in setting future teachers up for success. She didn’t initially choose to learn at TSM, but the school offered exactly what she was looking for: opportunities to engage in project-based learning and explore
student-led education.
Now meet James, a 10th-grade student teacher studying in Mr. Nzoma’s class to become a math educator.
One of his main goals is to create an environment where his students not only enjoy being at school, but also feel safe and supported in their learning. He emphasizes the importance of students feeling comfortable making mistakes and celebrating successes, fostering a space where they can truly be themselves. Additionally, James is learning how to balance teaching effectively while ensuring that every student receives the support they need to succeed.
One of the most significant aspects of TSM that James has noticed is the respect students have for both him and Nzoma. When James becomes a full-time teacher, he wants his students to feel comfortable coming to his class, not just to learn math, but also to gain insights about life and have a space where they can express how they feel.
“This school has given me a great experience,” James said. “I feel really lucky to have had my student teaching here because it's a smaller community and most of the teachers already know the students. That makes building relationships with them a lot easier."
Last but not least there is DeBona, a 10th-grade English student teacher in Ms. Degarmo’s (Ms. D’s) class. When
he's teaching, Bona’s goal is for every student to leave his class at the end of the day having gained something valuable. He hopes that each student takes away not just knowledge, but something meaningful they’ve learned from him.
"This school has meant a lot to me because there's a lot of creativity and students who are happy to be here,” DeBona said. “I really notice that students enjoy being here when I'm in Ms. D's class and they're engaged in what we're learning about."
DeBona had some experience with teaching before he came to Marygrove. He spent a full year as a student teacher at East Lansing High School, working with ninth-grade students. One of the challenges DeBona faces is earning the same level of respect from students as his mentor, Ms. D. He said he believes this difference might be due to the age gap. Ms. D is older and more experienced, while Mr. Bona is closer in age to the students. He thinks this closeness might make it harder for students to view him with the same authority.
Teaching is one of the hardest and most important jobs that a person can do. Hopefully, these teachers are able to take what they’ve learned here at Marygrove and will go out into the world with the skills and tools they need to make an impact on young people’s lives for years to come.
Photo by Cameron Watson/Husky Howler Jack DeBona, Michael James Zoe Lawson are student teachers at the School for Marygrove this year.
Deans of Culture: Leading students to the Finish Line
The Deans of Culture support administration with managing disciplinary issues and implement initiatives that create positive development and a safe and inviting climate conducive to learning. At EEVPA@Finney, the Deans move with their students. For example, the ninth grade Dean will follow their students to each grade level. After graduation, the dean will return to the ninth grade and repeat the process until the students matriculate to graduation. The Voice of The Ville wanted to know more about our deans and to get their perspective on rotating the grade levels with their students. NOTE: Vincent Bright, 10th grade dean, was featured in the November 2024 issue of Dialogue.
Adrian Green, 12th grade
By Kajanae Hopkins and Sharay Shelman Voice of the Ville East English Village Preparatory Academy at Finney
Voice of the Ville: What is your “Why” for working with high school students?
Green: I worked for 25 years in the criminal justice system. And the main thing that I noticed with the offenders was that none of them had graduated from high school. So about 10 years ago, I dreamed of a situation where I could work with students in high school to change the school- to- prison trajectory. In the last eight years, I believe that I have had an impact on more of our students graduating from high school than being sent to juvenile facilities or prison.
Voice of the Ville: What is a typical day in the life of a dean?
Green: Every day is non-stop activities, mostly good interactions with the students. I make sure that the students are transitioning from class to class in a timely
manner; ensuring that there is no drama or arguments in the hallways.
Voice of the Ville: What do you enjoy most about working with your 12th graders students?
Green: My students keep me young. I am 55 years old, and I am always learning new things about the next generation. I also like that I can share words of culture; I am able to connect with young people by making experiential connections with the past, the present, and the future.
Voice of the Ville: What advice would you give to students who are experiencing challenges in their personal/home life?
Green: The advice that I would give these students is to keep at, and not to give up. You must work hard and remember that nothing will get better without their involvement. There comes a point in time, especially in your senior year, where you are at the end of the line, in terms of opportunity, to be successful.
Voice of the Ville: Tell us something about you that most students do not know.
Green: In high school, I was in the marching band. I did not play the saxophone, trumpet or the saxophone; I played the flute.
Bernard McCoy, 11th grade dean
By Tanaja Taylor and Jada Ruff Voice of the Ville
East English Village
Preparatory Academy at Finney
Voice of the Ville: What is your “Why” for working with high school students?
McCoy: My “Why” for working with high school students is that I love a challenge.
I love working with the generation that's on the brink of adulthood. My goal is to try to get them to look at things from the perspective of adult life, and begin to make choices, changes and decisions as to how they would want to lead or see their lives in the future.
Voice of the Ville: What are the pros and cons of moving with the students?
McCoy: The pros of moving with your students from grade to grade is that you have an opportunity to build decent relationships with these students. The cons are that you do not have a chance to get to know the other students or establish relationships. I think it is vital to establish relationships with all students. That is why we have four deans.
Voice of the Ville: What advice would you give students who are experiencing challenges in their personal/home life?
McCoy: The advice that I would give students is the same advice that I would give my own kids. And that advice is to pray, pray, and put positive change out in the universe. And you embellish that and know that things will change. You have to believe that change is going to come before it actually comes.
Voice of the Ville: What is it about your role that drives you to keep showing up and wanting the best for your students?
McCoy: The positive and negative energy of my students drives me to keep showing up to EEVPA@ Finney. As the Dean of Culture, part of my job is to deal with disciplinary issues. However, my passion for advising and mentoring my students ensures that I am not only in tune with any of their personal issues, but that I stay ahead of any conflicts or challenges that will prevent them from completing their education at EEVPA@Finney.
Voice of the Ville: Tell us something that the students do not know about you.
McCoy: In middle school and high school, I sang in the choir. I went to Southeastern High School, and our choir voted the best male ensemble in the state of Michigan. My vocal range is First and Second Tenor, and Alto. And I am a great ballroom dancer.
Lonell Williams, 9th grade
By RoShon Fowler and Adrianna Newborn Voice of the Ville East English Village Preparatory Academy at Finney
Voice of the Ville: What is your “Why” for working with high school students?
Williams: I graduated from Chadsey High School in 1991, and my biggest influence was Coach Blackwell, I really looked up to him. Mr. Blackwell was my teacher, baseball coach, and my mentor. First, I knew that I wanted to get into education; second, I wanted to become a coach; and third, I wanted to have an impact on the lives of kids. To accomplish these goals, I became a coach, teacher, obtained a bachelor’s and a master’s degree, and earned an administrative certification. And, like Coach Blackwell, I strive to share my experiences with the youth of the City of Detroit, and hopefully, inspire them to achieve their goals and dreams.
Voice of the Ville: What are the pros and cons of moving with the students?
Williams: The pros are getting to know the parents and being able to build real relationships with parents. When the dean matriculates through the grade levels with their students, the pros are that you have an opportunity to really get to know the parents, establish a rapport, and build meaningful relationships with these parents. The cons are that when you are only following your students, you do not get to know the students in the other levels. I would like to get to know all the students.
Voice of the Ville: What advice would you give students who are experiencing challenges in their personal/home life?
Williams: My advice would be to talk to someone, do not hold it all in. Talk to a teacher, counselor, therapist. Fortunately, we have all these resources at The Ville. If you are not in school, find a trustworthy adult: a parent, grandparent, aunt, or an uncle. A lot of times these adults have been through the same thing that you are going through. They can give you advice on how to handle a particular situation, so you do not have to go through those same roadblocks.
Voice of the Ville: What is it about your role that drives you to keep showing up and wanting the best for your students?
Williams: What drives me is seeing my students progress throughout the school year-seeing how they begin the school year in August and watching that maturity and growth through the end of the school.
Voice of the Ville; Tell us something that the kids do not know about you.
Williams: In college, I played basketball, and was a three-year captain, ran track and cross country. I returned to the same college (Olivet) 10 years later to obtain my master’s degree, and became a minority recruiter and an assistant basketball coach.
Dean Adrian Green
Dean Bernard McCoy
Dean Lonell Williams
OUR VOICES
Detroit Dialogue is published by the Michigan State University Detroit High School Journalism Program to showcase the work of student journalists in the city of Detroit. Dialogue has been established as a forum for student expression and as a voice in the uninhibited, robust, free and open discussion of issues.
All content is prepared by students at participating Detroit high schools. Students receive advice and training from program staff, who are faculty members on the MSU School of Journalism; school-sponsored journalism advisers; and other volunteers.
Michigan State University and participating schools assume no liability for the content of Dialogue, and urge all student journalists to recognize that with editorial control comes responsibility, including the responsibility to follow professional journalism standards.
Opinions expressed in Dialogue are the author’s own and do not necessarily reflect those of participating schools, Michigan State University or other program supporters.
CLASSES & CLUBS
PARTICIPATING IN THIS EDITION OF DIALOGUE
CMA COMMUNICATOR
Communication & Media Arts High School
CRUSADERS’ CHRONICLE
Martin Luther King Jr. Senior High School
CT VISIONARY
Cass Technical High School
DSA MIDTOWN TEA
Detroit School of Arts High School
HUSKY HOWLER
Marygrove High School
MUSTANG VOICE Mumford High School
THE JUNGALEER
Southeastern High School
THE STENTOR Renaissance High School
VOICE OF THE VILLE East English Village Preparatory Academy
MICHIGAN STATE UNIVERSITY
Joy Visconti joyvis@msu.edu
Director, MSU Detroit High School Journalism Program
Kira Gendjar Designer
Opinion and Commentary from Detroit’s High School Students
Students should have more passion for reading, less for screen time
By Ryan Willoughby Mustang Voice Mumford High School
Reading is one of the most important skills students can learn. It helps them do better in school and in life. But in Michigan, many students are struggling with reading, and test scores are low.
We need to understand why this is happening and what we can do to help.
Attendance agent Lisa Blackwell said reading is the key to learning.
“Reading is essential because it forms the foundation for learning and critical thinking,” Blackwell said.
Mumford English teacher Nefertari Nkenge said that if you can’t read, you can’t succeed in any of the other subjects.
“You have to learn the foundations of reading early in life so that you can expand your brain power very early, and then you can download lots of information from different sources,” Nkenge said. “It’s kind of like the key to your life success because that first introduction to reading opens up the possibilities of so many other things.”
But the path to improving reading skills is to read more, and many students aren’t reading enough.
A study by Common Sense Media found that the time teenagers spend on YouTube,
TikTok, and other video-sharing sites rose during the pandemic, but reading time remained flat.
In a recent survey, it found that in the time between 2019 and 2021, social media use for teens rose to an average of eight and half hours per day.
Senior Harmony Thompson said it takes the right kind of teaching to help students learn.
“Some students cannot work with how
some teachers teach. It takes planning to help students learn more and improve at school,” Thompson said.
To fix the problem, schools need to make reading fun again. Teachers can read good books aloud, let kids choose what they want to read, and help families get involved. We also need to support students who are behind and give them the time and help they need to catch up.
Sophomore year filled with stress, blessings
By Erin Fudge DSA Midtown Tea Detroit School of Arts High School
My sophomore year started off just like any other school year: stressful. But one thing that kept me going was all the new friends I made this year. Detroit School of Arts brings all the creatives into one place; it allows people like me who have a tough time connecting with people a chance to make new friends.
While that was one of the highlights, the beginning of my year was full of a lot of tests and finals from about every teacher. They were throwing them out like car tickets, to the point that sometimes I would have multiple tests in all my odd and even classes. But the icing on top? Not long after, I had to take a district test for all my core classes.
After all the tests, DSA then started to do wellness surveys that
allowed admin and teachers to check on students' mental health. They were not that bad; the surveys were quick and easy to do and if you wanted a counselor, they had that option for you on the survey. The only downside to taking the surveys was that my teachers often had to stop class for us to fill it out, which would make them rush through class.
As a side note, when you go to a performance arts school, the sheer number of events and activities that take place are a blessing. They are extremely well-organized and fun. The honors ceremony we did every quarter allowed students to be acknowledged for their successes. We celebrated Black History Month with songs, poetry and West African dance. There were art expos, competitions, concerts and film festivals that were inclusive and overall, simply fun to attend. While the school year started stressfully, it’s ending on a high note.
I am looking forward to all that my junior year has to offer. I know that testing and surveys may interrupt the school year, but the events and programs will definitely make up for it.
Photo by Mustang Voice Sophomores Madison Todd and Lenijah Bentley read James Baldwin’s “If Beale Street Could Talk” in their ELA class on April 22. Todd said she used to read for pleasure a lot more and is just getting back into it with encouragement from teachers
family members.
Cox has passion for education, vision for CMA
By Andrea Dees The Communicator Communication & Media Arts High School
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” These powerful words by Malcolm X embody the significance of education and the impact of those who champion it. They also perfectly reflect the current academic momentum at Communication and Media Arts High School, a school that has flourished over the past three years thanks in large part to the visionary leadership of Principal Tiffany Cox.
Cox has always carried a deep passion for education, a calling that took root in childhood.
“I would teach my younger cousins in the basement,” she said. “I would even go as far as to give them a lunch break and make cheese and crackers.”
That early spark blossomed into a lifelong devotion to not just teaching, but nurturing knowledge and purpose in others.
When asked why she aspired to become a principal, Cox explained: “I became a principal because I wanted to ensure that the good practices I’ve learned could influence others. I wanted to support other adults in having those same impactful experiences, but on a larger scale.”
Her words reveal a passion not only for guiding youth but also for uplifting fellow educators as well, helping them grow into leaders.
Cox’s journey within the Detroit Public Schools Community District has been both long and deeply rooted. She’s served in several schools across the district, including Cass Tech, Bobian Junior High (now Bates Academy), Mumford, Cody, and most recently, CMA. Her connection to CMA runs even deeper, she spent nine years serving as assistant principal before taking her current role. Also, her oldest daughter and nephews are proud CMA graduates.
When the previous principal retired in 2021, she saw
an opportunity to step into a role she felt destined for.
“I believe in the product of CMA,” Cox said. “CMA is that small but mighty school. It’s a school filled with students who go on to achieve greatness. We have exceptional teachers and a caring, nurturing environment. I knew I wanted to return and rejoin the vision of excellence.
“CMA is very unique. People often overlook us, until we show them our scores, our performance.
There is nothing like a CMA teacher, she told me.
Cox’s devotion to CMA is reflected in the growth of its academic and extracurricular programs. Under her leadership, the school has seen the rise of new clubs, enriching events, innovative classes, and dynamic extracurriculars that allow students to explore passions ranging from digital media and journalism to fine arts.
“That’s what keeps me going,” she said. “The students’ desire to pursue their passions and interests.”
Yet Cox is more than a school leader. Her impact stretches far beyond CMA’s walls. She is active in her spiritual and community work, serving organizations such as the Christian Women’s Job Corps.
“We support women who want to become professionals,” she said. “We help train them, support their families, and give them opportunities to grow.”
She also works with her church’s youth ministry, where she continues to guide and uplift young people through the arts and mentorship.
Additionally, she is involved with the Michigan Association of Secondary School Principals, her principal cohort leadership groups, and serves as a trustee for her church’s financial board alongside her husband, David Cox. Her life is a testament to servant leadership leading not only through titles, but through purpose, action and heart.
Cox’s commitment to CMA is unwavering. She hopes to continue watching the school thrive, its students shine, and its name rise with pride.
“I want to see excellence continue at CMA,” she said. “And I believe in the students and staff who are making that happen every single day.”
Ignorance isn’t cute: Why we need to take politics, history and the world seriously
By Anuli Smith-Black Husky Howler Marygrove High School
In an era of social media and instant information, there’s a dangerous trend growing. People treat ignorance as a joke. Some laugh it off not knowing who their governor is, dismiss historical injustices as "not their problem," or refuse to engage in political discussions because it’s "too complicated." But ignorance isn’t funny. It’s not trendy. And it’s certainly not harmless. It’s a privilege to ignore politics and history when others suffer the consequences of that ignorance every day.
Politics affects every part of our lives, from the price of food to the rights we have in our communities. When people refuse to acknowledge this, they give more power to those who already have it. The past isn’t just something that happened. It’s something that shapes the systems we live in today. The same injustices that once ruled the world haven’t disappeared; they’ve just evolved. Understanding history isn’t about dwelling on the past. It’s about making sure we don’t repeat it.
Ignoring these realities doesn’t make them disappear. It only ensures that the same harmful cycles continue, affecting people who don’t have the privilege to look away. When history is ignored, harmful policies go unchallenged, and misinformation spreads. We live in an age where people have more access to knowledge than ever before, yet some still choose to stay uninformed. The problem isn’t just a lack of education. It’s a lack of accountability and curiosity. People don’t want to admit that their comfort often comes at the cost of someone else’s suffering.
Fortunately, our generation isn’t taking this lightly. More and more teenagers are waking up to the reality that the world won’t change unless we force it to. From climate justice to racial equity, from workers’ rights to indigenous sovereignty, today’s youth are more revolutionary than ever. We’re stepping up, organizing, learning, and refusing to accept the status quo. We are witnessing the rise of young activists, scholars, and leaders who are demanding a seat at the table and reshaping the future. Whether through protests, digital activism, or community organizing, young people are proving that they are not just the future but the present force for change.
This pushback isn’t without resistance. Many people dismiss young voices, claiming they are naive or misinformed. But history shows us that every major movement for justice has been fueled by young people who refused to accept the world as it was. The Civil Rights Movement, anti-apartheid activism, and global fights for democracy all relied on the energy, anger, and determination of youth. Today is no different. The issues may have evolved, but the fight remains the same: equity, justice, and truth.
Of course, not everyone agrees with this perspective. As 11th grader Yunus Haashiim bluntly put it, “I completely disagree with you.” And that’s fine. Debate is necessary. But what’s not fine is pretending that ignorance is an opinion worth defending. It’s one thing to have different viewpoints; it’s another to actively avoid learning about the world. Willful ignorance is dangerous. It enables corruption, fuels discrimination, and allows history’s worst mistakes to be repeated. If we are to build a better world, we need informed voices, not indifferent bystanders.
The choice is ours. Do we laugh off what we don’t know, or do we step up and make a difference? Do we settle for a world where power remains unchecked, or do we commit ourselves to understanding, questioning, and reshaping our reality? The future depends on what we choose today.
Courtesy photo CMA principal Tiffany Cox said “CMA is that small but mighty school. It’s a school filled with students who go on to achieve greatness.”
SA Awareness Month encourages students to reach out
By Zakaila Starks and Kimberly Grayson The Communicator Communication & Media Arts High School
April was the month of Sexual Awareness and not a lot of people knew about it or were talking about it.
The month serves as a crucial reminder of the impact of sexual assault or individuals and communities. It also highlights the importance of supporting those who are survivors.
The beginning of SA Awareness month dates to the 1970s when activists started speaking up about this reoccurring issue. The first Sexual Assault Awareness Week was recognized in 1979, started by the National Sexual Violence Resource Center and other organizations. This week eventually evolved into what we now know as Sexual Assault Awareness Month.
As high school students, we often hear my peers talk about a family member being physically affectionate or saying suggested words that may make them uncomfortable. Many family members or family friends overstep boundaries
as well.
According to the National Sexual Violence research center, sexual violence against youth age 12-18 is extremely high and normally, the adolescent knows who committed the sexual crime.
Many high schools do not talk about sexual assault and make awareness of it. Students should feel safe and comfortable with the adults in the school community.
If you ever feel unsafe at home or if you have been a victim of SA, please contact the national Sexual Assault Hotline at 1-800-656-4673.
Top 10 underdog albums for Black everythings
By Jada Jordan The Stentor Renaissance High School
The Black community has always used music to interpret emotion, moments, and society. But not all albums are created equal. Some sit on the outskirts of the mainstream, living only in the hearts of those who found them. Whether it’s Robert Glasper’s Black Radio twisting sounds into something new, or Steve Lacy’s The Lo-Fis never getting its due, these underdog albums deserve the spotlight.
This isn’t a list of the biggest names or widely celebrated classics. It’s a list—unordered—of albums that, even if made by bigwigs, slipped through the cracks. These are the projects that pushed boundaries and defined eras without the reward of broad recognition. They stretch across genres and advance the agenda of Black artistry. If you want music that speaks to every version of you, this list is the right fit.
10. The Pharcyde – Bizarre Ride II the Pharcyde Bizarre Ride II the Pharcyde was an outsider the moment it dropped. Its wacky storytelling and experimental deliveries brought the West Coast something that wasn’t gangsta rap. Alongside the iconic “Passin’ Me By,” tracks like “4 Better or 4 Worse” and “Ya Mama” highlight their carefree, bouncy production and lyrical dexterity. If you want hip-hop that makes you move and think, this is essential.
“4 Better or 4 Worse is my favorite,” eleventh grader Shaun Horne said. “They’re kinda like Run-D.M.C. a bit.”
9. Spillage Village – Spilligion
Before JID and EARTHGANG joined Dreamville, they formed the collective Spillage Village and self-released mixtapes. Spilligion, released in 2020 amid the COVID-19 pandemic and social unrest, became a spiritual reset for the times. Whether it’s the meditative “PsalmSing” or the hopeful tones of “Hapi” and “Jupiter,” this album is for those searching for connection in a fractured world.
8. Jah9 – New Name
In her debut New Name, Jah9 fuses her spiritual roots and poetic voice with a Rastafarian lens. This album is part meditation, part movement, part empowerment. Tracks like “Intention” close with spoken word reflections, while lighter songs like “Avocado” invite you to dance. With heavy bass and deep lyrics, New Name is for those who love reggae for its energy and its depth.
7. NxWorries – Yes Lawd!
Vocalist Anderson .Paak and producer Knxwledge joined forces as NxWorries to drop Yes Lawd!, a debut full of soul samples, slick production, and charming storytelling. From its knocking intro to the smoky, emotional closer “Fkku,” the album glows with effortless cool.
6. Steve Lacy – The Lo-Fis
“It’s a collective of pretty short love songs,” said eleventh grader Marcus Washington.
Before Gemini Rights made Steve Lacy a household name, he quietly released The Lo-Fis—a brief, 25-minute collection built on his guitar and voice. Its stripped-down nature adds intimacy and imperfection. Songs like “Infrunami” and “Uuuu” showcase his unique touch as a lo-fi producer and emotional storyteller.
5. Robert Glasper Experiment – Black Radio
The Robert Glasper Experiment’s Black Radio bridges jazz and hip-hop like few albums can. Even the intro, “Lift Off / Mic Check,” sets the emotional tone. With features from Erykah Badu, Mos Def, Bilal, and more, Black Radio proves jazz is not only alive—it’s evolving.
4. Common – Electric Circus
Electric Circus was ahead of its time. Common merges hip-hop with psychedelic soul, electronic, and Southern gothic rock. On songs like “Ferris Wheel,” he challenges you to sit with what feels unfamiliar. This one’s for the listeners who embrace identity and artistic change.
3. Quelle Chris – Guns
Detroit’s own Quelle Chris brings sharp lyrics and layered beats to Guns, an album that dissects America’s obsession with weapons and power. From “It’s the Law” to “Obamacare,”
Chris juggles satire, social commentary, and introspection with skill.
2. Xenia Rubinos – Black Terry Cat
Bold, genre-defying, and unapologetically Afro-Latina, Xenia Rubinos shines in Black Terry Cat. Songs like “Mexican Chef” combine funk, jazz, and indie rock with social grit and infectious rhythm. For anyone who refuses to be boxed in, this album is gospel.
1. Adia Victoria – Beyond the Bloodhounds
Adia Victoria breathes new life into the blues with Beyond the Bloodhounds. Fusing Southern gothic sounds with raw storytelling, tracks like “Dead Eyes” and “Stuck in the South” reflect her defiance, displacement, and deep roots. Haunting and urgent, this album is a standout for blues lovers. This list showcases overlooked and underappreciated Black music and culture. Some albums, like Spilligion, emerged from collective struggle. Others, like Black Radio, built whole sonic worlds that defy genre. What makes these albums underdogs isn’t just their limited recognition—it’s how boldly they push against expectation.
They’re not just good. They’re necessary. Because Black music isn’t anything. It’s everything.
Photo by Peter Verwimp Jah9 performs on Oct. 10, 2019, in Het Depot Leuven, Belgium.
Protests amplify voices ignored by White House
By Xoro Robinson The Communicator Communication & Media Arts High School
On April 5, a one-day “HandsOff!” event was organized and executed across the United States in protest of President Donald Trump and Elon Musk’s actions in the White House. Organizers of the 50501 Movement reported on social media that an estimated 3 million people participated in this event.
This protest involved about 1,400 locations and more than 100 groups, including labor unions, civil rights, LGBTQ+, women’s rights, pro-democrats, and progressivism. This protest was one of the better things to happen this year, especially with all the negative changes made during Trump’s presidency. I have high hopes for the groups who organized this, especially with it being not just nationwide but global.
It is truly unfortunate that it had to come down to this, but there are too many people affected for the situation to be simply ignored. To be heard, is to be loud; silence and neutrality is no longer an option.
On Handsoff2025.com, the website that captures every protest organized, the mission is clear: “We are facing a national crisis. Our democracy, our livelihoods, and our rights are all on the line as Trump and Musk execute their illegal takeover.”
This event is meant to change the future for the better, not incite more violence to make others suffer on the lines nor in the crossfire.
At the bottom of the HandsOff! website is the following statement: “A core principle behind all Hands Off! events is a commitment to nonviolent action. We expect all participants to seek to de-escalate any potential confrontation with those who disagree with our values, and to act lawfully at these events. Weapons of any kind, including those legally permitted, should not be brought to events.”
Please support HandOff! in their work, whether that be going to a protest, making a post about it, or donating to the cause. Remember, everything can and will affect you; if the Congress goes after one group, what’s stopping from going after yours?
Past, Present, Power: A Black History Month showcase
By Ja’Niya Benning and Cameron Watson Husky Howler Marygrove High School
Black history is an integral part of American history and essential to our school's curriculum and community culture. To honor this, we celebrate Black History Month annually to reflect our identity as individuals and a community. On Feb. 28, the School at Marygrove came together to do just that.
Students, staff, and others took the stage and performed with dedication to showcase their pride and appreciation for the month. The celebration culminated in a deeply moving tribute to our beloved senior, Kaz, whose memory continues to inspire and unite us all.
The whole show was curated to represent each individual who performed, including the mini skit performed by Dr. Alaina Jackson and sophomore Rozen Genesis, which captivated the audience with its humor and thought-provoking message.
Following the skit, there were several performances, which ranged from heartfelt dances to a fashion show that showcased students' individuality and creativity on the runway. From the elegant dresses and more, the fashion show was a display of excellence.
“I like working with Dr. Jackson because she is funny and interesting, and my favorite scene was me coming out to dance while people sang because it wasn't planned, but it was funny,” Genesis said.
As the event unfolded, it became clear that students and staff alike had poured their hearts into making the show an optimal experience for all attendees.
“The play truly showcased our students’ voices and ideas, making it both engaging and meaningful for the audience," said Principal Lisa Williams. "I was so impressed by the diverse talents on display and the wide range of students who participated. The production thoughtfully incorporated multiple aspects of the arts including theater, visual art, dance, and poetry creating a well-rounded and impactful performance."
Behind the scenes, countless hours were spent rehearsing, planning, and coordinating logistics to ensure everything ran smoothly. The sense of collaboration was evident as students from different grades and backgrounds came together to support each other, showcasing the spirit of unity within the school.
“When I was thinking about the different set pieces in the show, I was mainly thinking about what story they were trying to tell,” Jackson said.
The Black History Month celebration wasn’t just about looking back—it was a reminder of the strength and resilience that drive us forward as a community. As the curtain fell on the performance, the
shared pride and inspiration lingered, leaving everyone united in their commitment to honor Black history during February and every day.
Through performances, collaboration, and heartfelt moments, the event encapsulated the importance of remembering where we come from and the promise of building a brighter future together.
“The theme of the play was ‘You Can Rise.’ There may be times when you fail, but that’s not the end of it,” Jackson said. “It's not about if you fail or how you fail; it’s about how you respond.”
From Detroit to New York: Traveling, Performing and Winning!
By Evan Parrish DSA Midtown Tea Detroit School of Arts High School
Spending spring break in New York with the Detroit School of Arts Vocal Department felt like something out of a cheesy Disney movie. It wasn’t some plain field trip or a regular concert; it was a full-on journey to a completely different state. One that tested our abilities, brought us closer as a group, and reminded us why we sing in the first place.
The second we got on the bus, things felt different. Not just because of the shared excitement, but because we knew we were heading into something big. We were more than tourists; we were vocalists going to represent our school in the competition. There was pressure. There were nerves. But there was also laughter and joy.
What little time we had to rehearse was intense. Often, we’d spend our nights reviewing our music, but even with all that, nothing really prepares you for the feeling of walking onto a new unfamiliar stage with your school’s reputation on the line. Somehow, though, when we opened our mouths to sing, all of that melted away.
Watching our soloists perform was something else entirely. When it was their time to sing, they brought so much heart to the stage, and when their names were called for their awards, we couldn’t stop cheering. It wasn’t just their individual talent; it was the work we all put in and the community we all built. Their win was more than theirs, it was a win for our collective.
Offstage, we soaked up everything we could. We walked through Central Park, saw a Broadway show, got lost in Madison Square Garden, and even saw the infamous and massive New York City rats in Grand Central Station. The city moved fast, a lot louder than at home, but we kept up. Somewhere between the overpriced meals and late-night hotel talks, something shifted. We weren’t just classmates anymore, we were family.
By the end of the trip, nobody wanted to leave. Sure, we were exhausted from our countless performances. Our feet hurt, our voices were fried, and we probably needed a week to recover. But the memories are something we’ll carry for a while.
Being in New York with DSA’s Vocal Department wasn’t just about the music, it was about showing up for each other, bonding with friends, and proving we belong on any stage, anywhere.
Photo by Taylor Jemison Ian Norman and Staja’ Miller on stage Feb. 28 at the School at Marygrove’s Black History Month celebration.
Photo by Photos by Taylor Jemison Nia’Myah Small, Deighton McCatty and Ayana Springer perform during the showcase.
Photo by Taylor Jemison Kamani Johnson and Ian Norman perform during the Feb. 28 Black HIstory Month celebration at the School at Marygrove.
CMA teachers put students on a path to success
Seek a career you are passionate about
By Korey Colton The Communicator
Communication & Media Arts High School
At some point in everybody’s life, they’ll have to make money. In the words of Ben Franklin, “…nothing can be said to be certain, except death and taxes,” and good luck paying taxes without working.
There are two routes for making money, and they’re often confused for being the same thing: a job and a career. A job is any role or position in an organization that makes you money, but a career is deeper than that. A career is a lifelong pursuit for fulfillment that’s gratifying beyond just making money. With that in perspective, the difference between a job and a career is passion in the workplace.
But what is passion? Passion is an intense desire and enthusiasm for something. Passion makes eyes light up when they see something. Passion makes someone get lost in an activity for hours on end regardless of how exhausting it is because they love what they’re doing. Passion is what differentiates someone good at something from someone great. It’s very hard to find a master in a field that’s not passionate about some part of what they do.
Think back over life. All the best teachers are teachers who have personality and passion when they teach. The best experiences always feel like they make the whole world fade away while they happen. All of that is passion.
It’s important to understand that distinction because, although the phrase is overused, “If you do what you love, you’ll never work a day in your life.” (Confucius is said to have said it first.)
Fulfillment, if not the main priority when working, should be the second biggest priority when working. Jobs are a means to an end and that robs the feeling of contentment away from workers when careers can feel like they’re not even work at all.
CMA is lucky to have teachers that see what they do as a career, the same as any workplace is lucky to have workers that are genuinely passionate and ambitious about the work they do. These are the words of our truly passionate individuals:
“I love what I do, many of students become family to me,” Says Mr. Rodney Fresh, CMA Social Studies teacher
It’s because of this I have such a passion for teaching. I want my students to become successful adults,” said Rodney Fresh, CMA social studies teacher.
“A child’s life is like a piece of paper upon which everyone leaves a mark,” said Kathryn Seabron, CMA ELA teacher.
“When I was a senior in high school, I had a teacher who made learning exciting and was a model of excellence in the profession,” said Corey Stokes, CMA ELA teacher. “He inspired me to be a teacher. I wanted to have a life-long impact on the lives of young people and be an example of professionalism and a catalyst in their drive to set and achieve goals. Over my 27 year career, I have found great joy in seeing my students succeed beyond the walls of my classroom.”
Seek out a career for work as the end goal. Not only does it provide fulfillment from doing something meaningful, but it allows you to inspire others and potentially give them passion to work in the same career.
CMA teachers deserve recognition
By Zakaila Starks
The Communicator Communication & Media Arts High School
Teachers here at CMA play a huge role in shaping the lives of future generations. Their dedication is making a substantial difference in our academic journeys.
As juniors prepared to take the SAT, teachers stepped in to help them succeed, such as providing lessons on Khan Academy so students knew what was in store for them.
Preparation and support are a key part for students when getting ready to test. Many teachers at CMA made a lasting impact on our students and will never be forgotten.
Teachers deserve a lot of appreciation and gratitude for preparing us for the SAT. They invested time and effort into helping us better understand and build our confidence. A simple thank you or even a small gift will never be enough to truly express how profoundly grateful we are.
CMA teacher Corey Stokes said “knowing your efforts were noticed and made an impression on a student and
their family is rewarding to the soul. The words stoke the heart’s fire.”
I asked one of our most remarkable 11th grade teachers, “How do you adapt your teaching methods to meet the diverse needs of your students?
Teacher Rodney Fresh said, “I try to get to know them as people make it something they are interested in.”
This tactic really helps build a connection and creates a better learning environment. Teachers like him create an all-inclusive environment. It is inspiring to see how much effort they put into making learning mean something for each student.
Our CMA teachers rafted an uplifting environment, which was important for our motivation going into this test. They shared strategies for managing time during the exam and taught us how to be resilient. Their belief in our abilities inspired us to work hard and strive for our best scores. The commitment of our teachers not only prepared us for the SAT but also equipped us with skills and tactics that will help us in our future academic efforts.
It's OK to not have it all figured out
By Alyah Daniels Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
“What’s your plan after high school?”
“Are you going to college?”
“What do you want to do in life?”
These are all questions teenagers are swarmed by and are expected to answer in a heartbeat. Some teenagers
have it all figured out, but some do not, which is just as OK.
Adolescence is a point in life known for discovering oneself. So coming to terms with strengths and weaknesses in a career can come with challenges. Instead of one being pressured into choosing a career, taking the time to research and explore what aligns with the person she or he is becoming could help in the long run.
A person thrives best in a career based on deep passion. Sometimes discovering that passion can take time to find. Settling on a career with no desire behind it may lead to a person being miserable. It's never too late. So, it's best for
people to not allow others to pressure them into jumping into college or anything for that matter just to avoid judgment. If one struggles with finding their true calling well after high school, taking the time to discover it instead of going down a path with no passion is perfectly fine.
As a society, we should all realize that the expectation of people to have it all figured out at a specific point in life is foolish. Instead, we should acknowledge that it’s OK to not know just yet. Being pressured into anything whether it’s a career, college, or simply a job to start off with can do more harm than good in the long run.
Photo by The Communicator CMA Social Studies teacher Rodney Fresh helps his students.
Photo by The Communicator CMA ELA teacher Corey Stokes at work.
Photo by The Communicator Kathryn Seabron educates her students.
STUDENT LIFE
Pins and Pride: Cass Tech seniors step into final chapter
By Ja’Niya Marks CT Visionary Cass Tech High School
Cass Technical High School held its annual pinning ceremony for the senior class on March 13. The pinning was held at SoHo Banquet & Event Center in Westland.
The purpose of the pinning ceremony is to commemorate and honor seniors who have reached this milestone. Family members or other significant people pinned the CT seniors.
Senior Kelli Cox said she was inspired by the talent the class of 2025 displayed at the pinning ceremony.
Cox said seeing “the creativity in my school, especially for my own class … is really inspiring.”
Assistant principal Ucal Finley is one of the sponsors for the class of
2025. She said she enjoyed being a sponsor for the senior class.
“[The senior class] came up with some great ideas,” Finley said. “I really enjoyed the sunrise. I thought that was spectacular. … It was executed well.”
Cox’s parents were so proud of Kelli and all of the other seniors at the pinning ceremony. Cox said her mother was reflective of the milestone moment.
She said her mother “was just able to see how, starting from the beginning, we were …so young, so little” to how far they’ve come since then.
Finley offered this message to the class of 2025: “I say follow your dreams. The sky is the limit. … Be weary, cautious and mindful of the political climate that we’re in because we’re going to need you guys to step up to help secure a brighter future for those that come after you.”
DSA’s Vocal Department visits Big Apple, wins big
By Alaja’ Hoke
DSA Midtown Tea
Detroit School of Arts High School
During the week of spring break, DSA’s Vocal Department went to New York City to participate in nationwide vocal competitions and performances. Students dominated in multiple categories and overall had a wonderful experience touring the city, performing and site-seeing.
DSA’s vocal students are well-trained, so while practice is important, most students always feel ready to go on stage.
“I already knew it was coming, so I was prepared,” student Jayda Anderson said. “And I felt like it was necessary, so I wasn’t complaining.”
Vocal teacher and conductor Ashley Paul was confident her students would do well because of their training and abilities.
“Being with an advanced group, I don’t have to do a whole lot because they know how to perform,” Paul said. “They know how to carry themselves or else I wouldn’t be taking them anywhere, because the one thing that DSA kids can do is perform when it’s time.”
Outside of singing, students had fun laughing and discovering parts of the Big Apple. Some students enjoyed eating at the various restaurants or seeing the monuments around the city, while others spent their time shopping.
“I could go shopping all day in New York,” Anderson said. “I could go broke or bankrupt even in New York!”
The competitions kept everyone excited with the anticipation of winning. As the only predominantly African American school and representation for DPSCD, winning first
place was sweet. But students weren’t really surprised because members of the vocal department are confident in the abilities of themselves and their peers.
“I was geeked, but I also wasn’t surprised, you know, like no disrespect towards the other groups that we competed against,”
The visit to the
a
gave
to explore new territories and helped to solidify confidence in their
and abilities.
Courtesy photo Senior Jordyss White is pinned by her mother.
Courtesy photo Senior Erick Gutierrez-Angeles enjoys the pinning ceremony with his family.
Courtesy photo Vocal teachers Julian Goods and Ashley Paul pose with accompanist Donald Duncan and the Vocal department after winning big in New York.
senior theater and vocal major Evan Parrish said. “They worked hard and, you know, gave their all.”
Big Apple
DSA’s Vocal Department
chance
talent
Crusaders go on second annual HBCU tour
By Robynique Clarke and Brianna Davis Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
This year King hosted their second annual HBCU tour for students. With the help of Principal Damian Perry and staff members, 39 students gained exposure to HBCUs like Howard University, Hampton University, and Virginia State.
The group also visited the National Museum for African American History and Culture. On this tour, students experienced the atmosphere and dynamic that colleges and universities provide, helping them gain insight and perspective about college life and the history of African Americans.
“As a senior in high school, this trip has been helpful in trying to figure out which college I want to attend in the future,” senior Ronald Lawrence said.
This year’s trip was planned with the idea of promoting excellence among students and exposing them to some possibilities outside of Michigan. The principal and staff helped play an impactful role during the trip, ultimately keeping their students' best interests at heart and pushing them towards greatness.
“For students here at King, we intentionally planned the trip with the idea of exposing our students here with the possibility of seeing schools outside of Michigan, particularly HBCUs because of the pride and dignity and just overall excellence that it promotes for young Black students,” social studies teacher Sean Williams said.
Students across all grade levels can attest to the importance and knowledge from the trip itself. Many students acquired knowledge about more than just campus life, but about tuition and scholarships as well. This trip helped motivate students for their future.
“The impact and knowledge I gained from the HBCU trips was very informational,” junior A’myia King said. “It helped with insight on tuition, scholarships, and helped me motivate myself for senior year.”
The tour encouraged students to not only think critically about their futures but to also think about the next step when applying to colleges and universities.
“Educationally, I see a lot of students thinking about their futures,” social studies teacher Daniel Wolford said. “Even if they don't apply or go to the schools we tour, they are thinking about what their future looks like and where they want to go. It's a cool atmosphere and environment.”
Field trips help Southeastern students explore Metro Detroit, possible careers
By Jungaleer Staff
Southeastern Science students have expanded outside of the classroom to Novi, Southfield and parts of Detroit.
“I loved the experience with all of the field trips,” freshman Travon Godbold said. “I stepped out of my comfort zone and learned something new.”
In November, students first journeyed to the Suburban Collection Showplace in Novi.
This event was put on by Oakland County Michigan Works! and Oakland County Economic Development Authority. Students talked to professionals and engaged in hands-on activities related to the health sciences, technology, manufacturing, and so much more, said science teacher and field trip coordinator Alyssa Gipson.
In January, science students traveled to Lawrence Tech University’s Department of Natural Science in Southfield. Students saw organisms in action under microscope in a college science lab with an actual college professor. Students also participated in a brief tour of the campus and made liquid nitrogen slushies to go along with their pizza lunch. “What I liked about the experiences is that I got to discuss
things I didn't know about before,” sophomore Truli’e Brooks said. “When we went to the Lawrence Tech, I got to look at the worms through a microscope. One thing I've learned is that science has many ways of helping us in the world, science is all around us, it's in our everyday life.”
The third field trip was in March, and they traveled to 313’s STEAM Slam Event at Huntington Place in Detroit. Gipson and Southeastern science teacher Kellie Chestnut chaperoned students to this event after receiving encouragement from assistant principal Allan Washington. Students met the Detroit Pistons’ mascot and cheerleaders, engaged in hands-on activities, such as flying drones, playing VR games, and making songs.
“My favorite was the science fair, I got to experience how drones work, I was able to understand the science within computer technology and even learned how to connect the
Chromecast wires within the house,” sophomore Tahjanaye Patterson said. “I hope to attend more in the future.”
The final field trip for this school year will take place in May at Wayne State University’s School of Medicine. This trip will allow students who are interested in career fields related to engineering and medicine to see for themselves the necessary steps it will take for them to achieve their career goals and correlate directly with the STEAM focus of the district.
“The purpose of implementing science-based field trips and excursions is so that students can experience science in action,” said Gipson. “Doing so allows them to make better connections of concepts we are learning in class to the world they live in, and allow them to gain a better grasp of the future careers and endeavors they can pursue in STEM after high school.”
Photo courtesy of Daniel Wolford
At Hampton University, students Alaynah Johnson, Deona Boyd-Hayes, and Asia Moore pose at a statue of Rosa Parks.
Photo by Jungaleer
Students used microscopes during a trip to Lawrence Tech University’s Department of Natural Science in Southfield.
Courtesy photo Southeastern science students took field trips to Novi, Southfield and parts of Detroit.
Teen entrepreneurs at Mumford are turning passion for hairstyling into profits
By A’Mya Johnson, Ky’sere Mitchell and Harmony Thompson Mustang Voice Mumford High School
At Mumford High School, some students are doing more than just going to class. They're turning their talents into money by running businesses. They are building their future with styles, sales and ideas.
Kayela Gilmore, 17, is a hair stylist and founder of KayKay Styles.
"I was inspired by my dad; he was a barber,” Gilmore said. “I grew up around hair salons and loved watching the stylists work.” That exposure sparked her interest, but doing hair wasn't always her plan. Before starting to do hair, she wanted to cheer and dance. And starting her business came with challenges.
“Getting clients and learning to charge was tough,” Gilmore said.
Gilmore now has a list of clients, including senior Malyricka Moore.
“My experience with KayKay Styles is the best I've ever had,” Moore said. “For her being a teenage hairstylist, she knows how to do amazing work.”
Sophomore Sakaijah Ingram calls her business Braided by Kai and she operates it out of her home.
“I have been doing hair since I was 6 years old,” Ingram said. “I specialize in braids, but I can also do quick weaves or ponytails.”
Ingram plans to continue doing hair and will be working toward a license in cosmetology.
Freshman D’Miah Foster is also a hairstylist which started from styling her own hair leading into a hair braiding business.
“One day my sisters and my mother didn’t want to help me braid my hair, so I tried to do it on my own and I liked it,” Foster said.
Like other young entrepreneurs, Foster faces a set of challenges.
“The main problem with being a braider is that everyone asks for a free hairstyle or a discount, but for the most part it's fun,” Foster said.
EEVPA freshman is a chess champion
By Kyiar Hicks, Brandyn Young and Carlton Greenlee Voice of the Ville
East English Village
Preparatory Academy at Finney
On March 29 at the Lansing Center, 25 of the top junior chess players from across Michigan came together to compete in the 2025 Michigan State Individual Junior Chess Championship. Among them was Jamir Gordon, a freshman from East English Village Preparatory Academy at Finney, who not only represented his school with pride—but brought home the championship trophy.
Micheal Gaston coached him which eventually led him to winning first place. Gordon made history as the first freshman and the first student from EEVPA to win first place at the state level.
The Voice of the Ville interviewed Gaston and Gordon about the game, and the victory.
Voice of the Ville: Who introduced you to Chess?
Gordon: To start, my grandmother introduced me to the game of chess. It was actually funny because when I first went to middle school, it was a table that just had chess pieces. I was curious and wanted to know what the chess pieces were. My grandmother said, “wanna play?” I didn't have a choice. I was forced to play chess. And I liked it.
Voice of the Ville: Why did you choose chess over the usual extracurricular activities?
Gordon: I always played chess. And I can’t play sports.
Voice of the Ville: What are the challenges you face while teaching chess?
Gaston: The biggest challenge is student participation. It's usually a small group of chess students since they are doing other activities in the school. So, essentially it is a small group of students who are competing with the same students. But this year, we have a solid group.
Voice of the Ville: Do you think your students are reciprocating your efforts?
Gaston: It's rare that I don't have good students. Most of them, because they are chess players, these students are into strategy and problem solving, so they are naturally thinkers.
So, usually when it comes to reciprocity and being positive, I'm grateful for the time and having the opportunity to practice with each other. I can actually say that I have a good relationship with my students.
Voice of the Ville: What made you teach chess in the first place?
Gaston: Initially, before I came here, the previous chess coach was coaching the students. I had known this coach for many years, and knew he was part of the chess community. So, when I came here to EEVPA, he was retiring, and they needed a coach. He asked me personally to take over so that the kids he had been working with could continue participating in chess and the tournaments. And that's how I first got involved—because honestly, I was never heavily involved with chess before. I had played, sure, but I never really participated seriously. But once I realized that the students needed an opportunity to keep playing in tournaments, I stepped in after he retired in 2013.
Voice of the Ville: Any Words of encouragement for any members?
Gaston: I would say that our students are hard workers. Many of them didn’t really play chess when they started, and they made great improvements over the season. Jamir is a great example of that—he motivated the students to grind, get into strategy, and really learn how to play chess.
Cass Tech’s chess team wins city championship again
By Andrea Negrete
CT Visionary Cass Tech High School
The Cass Tech chess team won its fourth consecutive city championship by being undefeated 9-0 in the Metro Scholastic Chess League. The competition was at Oakland University on Feb. 22.
Cass Tech senior Devin Lott has been playing chess for 11 years and playing competitively for eight. Lott is the team’s captain. He shared how the team prepares for such high stakes competition.
“… The best way that we could prepare is make sure that we push [teammates], make sure that we show them different ways or different styles of chess,” Lott said. “The best way to simulate a tournament environment. We also were playing mock tournament games against each other.”
Lott said those mock games were the key to their success.
The most exciting moment for the team was when they played University of Detroit High School and won, they all knew at that moment that they would be in the city championship tournament.
Lott said the most important strategy that led to the team’s undefeated season was their unwavering support for one another.
“[It’s about] making sure that everybody on the team is able to put their best foot forward and making sure that everybody knows that we are … going to walk out here and play,” Lott said. “We were going to be here and we were going to push ourselves to be the greatest every single day.”
Cass Tech’s chess team will be competing May 9-11 in Orlando, Florida, at the supernationals representing Detroit Public Schools Community District.
Photo by Mustang Voice Mumford senior Kayela Gilmore braids Antoine Walters’ hair at school on April 16. Walters serves as the brand ambassador for Gilmore’s company, KayKay Styles.
Courtesy photo EEVPA at Finney freshman Jamir Gordon is a chess champion. He is coached by Micheal Gaston.
DSA’s literary arts students step out of comfort zone, bring words to life at Verses and Vibes
By Omega Clemons DSA Midtown Tea Detroit School of Arts High School
For most literary arts students, creativity lives on the page. But during the Detroit School of Arts showcase, Versus and Vibes, students had the chance to bring their words to the stage and step outside their comfort zones.
Organized by DSA English teacher Sade Turner, the event was created to give students a space to perform original poetry during National Poetry month. DSA’s Black Box theater was transformed into a home for creative freedom and expression — with live music, poetry, singing, lighting, and fun. It was a shift from what students were used to, and one that required a lot of behind-thescenes work.
“The planning process starts with setting the vision and theme this year,” Turner said. “I wanted something that fused the power of poetry with the energy of live music, which is how Verses and Vibes came to life.”
Turner started planning in February, and said the process was all about collaboration.
From writing and rewriting poems, to rehearsing and working with vocal majors, students played a pivotal role in shaping the show's production.
“Students are rewriting, practicing, pushing themselves out of their comfort zones,” Turner said. “There’s so much collaboration — students lifting each other up, giving feedback, making space for each other's voices. It’s incredibly moving.”
Literary arts major and senior Willow Lagrou said she felt confident in her writing but performing onstage was a different story.
“The hardest part for me is performing,” Lagrou said. “Performing and writing, and not just like free thinking, like it’s a concerted effort, but that’s something I enjoy. Whereas
I see value in performing. I don’t necessarily enjoy it because it’s hard. And I’m not necessarily a stage person.”
Despite her nerves, Lagrou said she was excited for her role as a performer and appreciated the opportunity to showcase her work.
“As a literary arts major at the school, we don't have a lot of performances or a lot of places to kind of showcase our work,” Lagrou said. “And so, I like being able to showcase something I love to do."
Sophomore Peyton Lawson said Verses and Vibes was a chance for her to try something new. Lawson shared that this was her first time performing poetry on stage, noting that while she’s written poetry in the past, she had never performed on stage. Still, Lawson strives to be as prepared as possible,
and balancing schoolwork with the event wasn’t a problem for her.
“I actually do both at the same time,” Lawson said. “Because I will be repeating the poem over and over again while I’m doing schoolwork, which is kind of easy for me, because I’m good at multitasking.”
Even though performing was foreign to Lawson, she found confidence in herself despite the challenges.
Events like Verses and Vibes showcase the creativity and the resilience that manifests within students when given the opportunity to freely express themselves. Whether it was their first time on stage or their first time sharing something personal, students found power within their words and in their voices. For many it was more than a performance. It was growth.
A New Generation: DPSCD teaches students about saving, investing at Financial Literacy Fair
By Willow Lagrou
DSA Midtown Tea Detroit School of Arts High School
Detroit School of Arts hosted a one-of-a-kind Financial Literacy Fair on April 4. Students attended sessions about insurance, investing and saving.
Starting at 10 a.m., students filed into the Aaliyah Hall on the fourth floor. They were met by a couple of speakers before being grouped together and sent to breakout sessions. They ended the day back in the Aaliyah Hall with author Lisa Howze.
In the session about insurance, a manager from State Farm took time to break down insurance for renters, homeowners, businesses and life. She discussed how each applied to financial literacy and the importance of having such insurances.
In the session about investments, students learned the real meaning of investing, as well as the difference between safe and risky investments. Students learned about Roth RIAs, 401k accounts, and what it means to have a high-yield savings accounts.
In the session about savings and personal finance, students learned how to balance saving and spending, and differentiating wants vs. needs. They learned rules and tricks for budgeting and practicing self-control over spending.
The event ended with Howze, renowned author, politician, and accountant who graduated from Cass Technical High School. Her story of financial growth from the bottom and financial empowerment really resonated with the students.
“She also gifted our students copies of her book, ‘Candy Girl Mentality: Keys to Turning Bitter Moments Into Sweet Success.’ We loved her!” said economics teacher Tamara Zora, who was responsible for organizing the event. She collaborated with the district leader in personal finance education, Gregory Evans.
“When he suggested hosting it at DSA this year, I agreed,
believing it would be an excellent opportunity for our students,” Zora said.
Working at a performing arts school gives Zora a unique perspective and passion for financial literacy. She wants her students to have the resources to achieve their dreams as artists.
“Financial literacy is important for our students, even as artists,” Zora said. “Whether it’s paying for college, starting a dance studio, funding creative projects, traveling, or simply living independently, understanding how to manage money is key to turning dreams into reality and sustaining them over time.”
Zora said she feels confident about the impact the event had on DSA students who attended.
Students had incredibly positive things to say about the event.
Sophomore Erin Fudge was interested in learning about investing, saving money, and growing her profit. As she reflected, she felt the event taught her those things and made her more interested in what she still doesn’t know.
“I would absolutely host this event again because we received such strong positive feedback about our guest speakers,” Zora said. “Students had a lot of fun, and they seemed to learn a lot. We're already in talks to bring it back next April in celebration of National Financial Literacy Month.”
Photo by DSA Midtown Tea
Sophomore Alexis Butler performed “Confetti” by Tori Kelly.
Photo by DSA Midtown Tea
Left to right: Deangelos Stevens, Meyette Jones, Jalen Reaves, Lamyah Harris, Kailer Calhoun, Amari Bruce sign an SWV melody.
Photo by Husky Howler
Author Lisa Howze speaks with students at the end of the Financial Literacy Fair.
CT students take a stand against deportation policies
By Ja’Niya Marks CT Visionary Cass Tech High School
On March 4, some Cass Tech students as well as other DPSCD students protested the current presidential administration's deportation policies. Students protested by walking out of schools primarily in the Southwest Detroit area. They walked out and
By Janiya Wright-Peagler
The Jungaleer Southeastern High School
Southeastern High School hosted a College & Career Readiness Fair in April in the cafeteria external walkway.
Students in grades 9-11 had the opportunity to visit different stations, engage with representatives, and learn about the career options available at their respective schools, institutions and branches.
Two of the Army recruiters graduated from Southeastern.
“There were a bunch of tables set up with jobs you can get after high school,” said Kymari Richardson-Bigby. “All of the jobs are easy access that you can get straight into. It benefits people who may not know what they want to do after high school but want to do more than work at a fast-food restaurant at minimum-wage.”
Career Counselor Quan Neloms invited the Phlebotomy Express to facilitate an interactive informational session with select seniors who plan to explore medical/phlebotomy-related careers. The seniors learned how to check vitals, and the steps needed to perform a proper blood draw. They were also able to complete the enrollment application.
“At Southeastern, we believe in exposing students to all post-secondary options earlier,” said counselor Rakiba Mitchell. “Our students need to thoroughly understand how to begin the application process and what is required for admission before their senior year.”
gathered together at Clark Park for a citywide protest.
Cass Tech junior Hailee Hallman said that many members of her family and also her friends live in fear because of the deportation scares.
“ … I think that as students it's important that we show that we care about issues like this,” Hallman said. “Just because a lot of times our voices are kind of like underrepresented or just ignored by adults. … So it's important to show that we do know what’s going on and we are standing in solidarity, not only with each other, but also with those of us going through hard times.”
Hallman added that the “walkouts and protests are the basis of all big political movements” in history.
“They've caused the most … change in our communities,” she said. “If you look back at every big movement … it started from a protest, it started from an act of rebellion against people of higher power. And usually at the center are the youth because oftentimes we are the people with our spark and are the people who are gonna care the most.”
Hallman said that she knows many people in the Hispanic community who live in fear because of the threats made by the current presidential administration.
Southeastern hosts career fair
Courtesy photo Southeastern counselor Rakiba Mitchell said the purpose of the career field is to expose students to all post-secondary options earlier.
Courtesy photo A representative from Baker College speaks with Southeastern students at College & Career Readiness Fair.
Courtesy photo Career Counselor Quan Neloms invited the Phlebotomy Express to facilitate an interactive informational session at the College & Career Readiness Fair.
Marygrove club helps students embrace natural hair
By Taylor Jemison Husky Howler Marygrove High School
Curls Corner is not only a club, but a movement that instills empowerment, self-love, and general knowledge about natural hair into its members.
This afterschool program at the School at Marygrove was started in early 2024 by students Amya Brown, Taylor Jemison, Khaiya Montgomery, and Asheley Ashittey. Since then, it has grown to be a haven for students with textured, coily, and curly hair.
“The mission of Curls Corner is simple yet powerful: to teach Black students with natural hair how to love, embrace, and maintain their curls,” said former president Jemison.
Meeting every Monday after school, the club offers a variety of activities and lessons designed to educate and inspire. From tutorials on proper washing techniques to discussions about combating shrinkage and breakage, Curls Corner equips members with the tools and knowledge to care for their natural hair with confidence.
Each year, members begin with a goal-setting session, where they outline their hair care aspirations, such as achieving healthier ends, experimenting with protective styles, or embracing their curls fully for the first time.
Members share their progress, exchange tips, and celebrate milestones, creating an environment where everyone feels seen and valued.
“Curls Corner has been life-changing for me,” said Avery Russle. “Before joining, I struggled to accept my hair for what it was and I just never knew what to do with it. Now, I’ve learned not only how to care for it but also to genuinely love it. The support and knowledge I’ve gained from this club has been invaluable.”
Beyond hair care, Curls Corner has also sparked important conversations about identity, cultural pride, and breaking societal norms. The founders often weave in discussions
about the history of Black hair, the significance of natural hair in different cultures, and how to combat the stigma that still surrounds it in some spaces.
“I'm so glad that I have the opportunity to share what I wish I knew when starting my hair care journey with others and to empower other students to love their hair regardless of what society says,” said co-founder Brown.
If you’re at TSM and looking for an empowering and fun after-school activity, Curls Corner is the place to be. It’s more than a club—it’s a community where natural beauty is celebrated, and everyone leaves feeling a little more confident and proud of who they are.
Jeremiah Shabazz takes on a proud win for his poetry
By Antonia Perry Crusaders’ Chronicle
Martin Luther King
Jr. Senior High School
Jeremiah Shabazz was announced third place winner at the Pistons Black Excellence 20th Annual Scholarship Event hosted by Pistons’ legend Rick Mahorn in February. This event was held at the Detroit Institute of Arts. It is a tradition that offers Detroit students financial rewards in scholarships. Although he was nervous, the experience for Shabazz was exciting and informative.
“It was like a very enlightening experience. I was very nervous going on the stage and presenting my poem,” Shabazz said.
Daniel Wolford, the lead social studies teacher at King, recognizes Shabazz and the courage it took to present his art and feelings to strangers. It was not easy for Wolford to find seniors who were interested in putting their feelings on display, but he knew Shabazz is a talented
individual who he could trust. Also, Shabazz’s brother participated in the event two years and won third place as well. His brother winning made the experience somewhat easier for Shabazz.
“It takes a lot of bravery to put yourself out there. It’s the fact that you have to go and present yourself in front of a group of strangers,” Wolford said.
Shabazz’s accomplishment is not just personal but a source of inspiration for him. He is sometimes shy, and this opportunity made him feel seen.
“The crowd’s reaction, I did not expect them to react the way they reacted to my poem,” Shabazz said. “The crowd actually enjoyed it and loved every word that flowed out my mouth like a wave. It made me feel seen and heard by everyone.”
Photo by Taylor Jemison/Husky Howler Front row: Taylor Jemison, Avery Russell, Anissa Allen Back row: Charli McGee, Makenna Hutchful, Charlene Asomugha, La’Nae Hardy, Laila Abernathy, Ahlorey Young.
Photo by Taylor Jemison/Husky Howler
A’Jaida Sanders-Matthews braids hairs.
Courtesy photo Senior Jeremiah Shabazz pictured at the Pistons Black Excellence 20th Annual Scholarship Event.
King entrepreneur Amarii Wilson stays busy
By Grayce Green Crusaders’ Chronicle Martin Luther King Jr. Senior High School
Sophomore Amarii Wilson is a small business owner. Wilson makes and sells her own line of body butters for sensitive skin called Marii Mudd. She and her late mother started their business to help those individuals with possible skin issues. They saw the need with family members.
“Growing up a lot of my family has sensitive skin and can’t use a lot of these known brands so me and my mom decided to collaborate and decided to make a product that everyone can use and not just people with sensitive skin types,” Wilson said.
Wilson not only balances being a student and being a business owner, but she is also a member of the drama club at King. As a business owner, she uses a schedule to help her balance school, drama, and Marii Mudd. This helps her create time for herself during the weekends. Wilson understands her responsibilities as a student and business owner and uses her time accordingly.
Wilson has big plans to expand her business in the future with physical locations and more scents outside of the four she has. Although she has had some pop-up shops in her aunt’s boutique, she sees her business being in major stores like Target.
“Marii Mudd is one of my new favorites right now,” sophomore and customer Mia Sanders said. “It is very hydrating and amazing for the price. I also love that anyone can use it no matter the skin type. I believe everyone should use Marii Mudd or at least try it.”
As Wilson is working to further her business and make a name for her brand, she wants other young entrepreneurs to keep going with their dream and to see their vision come to life.
“Young people sometimes can be misunderstood and maybe having a business can be an outlet,” Wilson said.
President Trump signs to disassemble the Department of Education
By Ja’Lynn Gilkey
Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
On March 20, an executive order dismantling the education department was signed by President Donald Trump. By taking this step, the federal government's involvement in education was reduced, returning control of the educational system to the states.
“I would hope under ideal circumstances that states would accept responsibility for funding and adhere to equality standards to ensure a fair distribution of funds,” civics teacher Matthew Paukovits said.
Most public schools receive funding from Title 1, which gives financial support to schools with higher percentages of low-income students to help struggling students meet academic standards. Title 2 focuses on improving the quality and effectiveness of instruction. The money for public schools will be heavily affected by Trump’s order.
“It sounds like Title 1 will not change in the short term, but Title 2 will be reduced,” social studies teacher Daniel Wolford said. ”I think there is discussion to turn Title 1 into block grants given back to the states, but I don't know if that money will be entitled to go to those in need, which is what it's meant for. So, in short, I think those money sources for schools may be in danger.”
Some teachers feel that funding for schools should be both a state and federal job. The federal government makes sure that underserved or special needs students receive support. States can make sure that education is regulated in schools in
the proper way.
“I believe there is some necessity for states to regulate and control education,” Wolford said. “We have such a large country that total federal regulation might be challenging.
However, the federal government has a responsibility to make sure that students who are underserved or have disabilities have ample equitable support for their educational careers. So, in that case, the federal government needs to support.”
Photo by Crusaders’ Chronicle
This is one of the products sold by sophomore and entrepreneur Amarii Wilson.
Photo by Crusaders’ Chronicle Educators are concerned that lack of funding and necessities needed for instruction may jeopardize education for students.
Inner Peace: One Piece at a Time
create a sense of calm in my life.
Voice of the Ville: What made you want to create a puzzle club for students?
Every day students are engaged in a large room, completing a variety of puzzles. These students are putting puzzle pieces together with other peers. It is a place of serenity – no one talking on their phone, no arguments. Just a group of students sharing a sacred space. You can leave unfinished puzzles and when you return, it will still be where you left it.
The Voice of The Ville spoke with Jennifer Pierin, the creator of the puzzle club, to learn about her reason for creating the club.
Voice of the Ville: How would you explain your connection with puzzles?
Pierin: I’ve always loved doing puzzles, and in the last five years or so, I discovered that they were not only challenging for my brain, but they helped me slow down and
Pierin: I’ve had puzzles going on in my classroom for several years because I wanted students to enjoy the benefits of puzzling that have helped me. My best friend from high school, Ann Marie Dumouchelle, an avid puzzler who creates puzzle content on Instagram (@puzzled_garden), began donating puzzles to my classroom. She has sourced and donated hundreds of puzzles from some of the coolest companies on the market, several of whom have shown love for our Detroit puzzlers by donating to us through her advocacy. The puzzles in my room were very popular, and thanks to my friend, I always had a stack of appealing puzzles for students to take home and keep.
At the beginning of this school year, I asked our principal, Mr. Montgomery, if I could move the puzzles to an unused room across the hall from my classroom, so I could form a club. He and Assistant Principal Procter supported me, granting access to the
room and their blessing for the club. Hence, Inner Peace Puzzle Club at the Ville was born.
Voice of the Ville: What’s your goal for students who join your puzzle club?
Pierin: Inner Peace Puzzle Club at The Ville is a space for students to calm their minds, work together or alone, and enjoy the many cognitive and mental health benefits of puzzling, including stress reduction and mood enhancement. Our name “Inner Peace Puzzling Club” highlights the mental health aspect of puzzling.
Voice of the Ville: How do you think the puzzle club impacts students who join?
Pierin: Puzzle Club is open every day during lunch, giving students refuge from the lunch area which can be chaotic. During our first year, I’ve watched friendships bloom while students are working together over a puzzle and students new to puzzling enjoying the satisfaction of starting a puzzle, working on it over several days, and tapping in that last, delicious piece. A calm, fun community has formed, where students work together
independently or in groups and appreciate each other's work.
Voice of the Ville; What do you enjoy most about having a puzzle club for students?
Pierin: Lunch hour in the Puzzle Club is my favorite part of the day. It’s a time for all of us to emotionally regulate, listen to music, and relax into a good puzzle.
EEVPA@Finney’s academic coach Nagy shares insight into competitive club
By Orianna Joyce Voice of the Ville
Village
Finney
Rose Nagy is a math teacher at The Ville and she is also a coach for Academic Games. This is a competitive club with a title that seems to create a bit of confusion on the nature of the club. You typically do not associate academics with something fun like games. The club is popular at EEVPA@Finney and the Voice of the Ville talked with Nagy to learn more about the club.
Voice of the Ville: What is Academic Games?
Nagy: It is a club that competes against other schools in the areas of math, social studies, and English. We are all learning and having fun at the same time.
Voice of the Ville: Most students may be confused or feel intimidated by the name of your club.
Voice of the Ville: What advice would you give to
students who are not sure if they should join Academic Games?
Nagy: Well, I would ask them if they like to learn, and compete with other students. If their answer is Yes, then I invite them to come to the club and see if it is something that like or enjoy.
Voice of the Ville: What has been your greatest accomplishments with Academic Games?
Nagy: Just about all of my students that I have had over many years, have had fun and really enjoyed playing the games. I am also amazed at the number of my former students who participated in Academic Games have become teachers and they are now Academic Games Coaches.
Voice of the Ville: Can anyone join Academic Games?
Nagy: No, but there are minimal requirements to join Academic Games. The requirements are that you must have a C average, be a good person, and you must be a team player who loves to meet people and have fun.
By Alexis Valley and Keristen White Voice of the Ville East English Village Preparatory Academy at Finney
Courtesy photo Students work on puzzles as part of the Inner Peace Puzzle Club.
Courtesy photo Many of the club’s puzzles are donated.
East English
Preparatory Academy at
Photo by Orianna Joyce/Voice of the Ville Rose Nagy is a math teacher at The Ville and she is also a coach for Academic Games.
Goodbye from CMA to Detroit H.S. Journalism and Dialogue
By Andrea Dees The Communicator Communication & Media Arts High School
“The idea is to write it so that people hear it and it slides through the brain and goes straight to the heart.” These words by Maya Angelou have echoed true in every article, interview, and insight shared by CMA’s journalism class. As the year comes to a close, the time has arrived to bid farewell—not to the stories themselves—but to the writers who gave them life.
Under the guidance of Dr. Robbyn Williams, this year’s journalism class has not only thrived but soared. With The
Communicator as their stage, students brought forward truth, imagination, and voice. It has been a historic year—one of the most successful yet—with more published pieces than ever before. A reflection of passion, dedication, and the power of storytelling.
Leading this team were CMA senior Andrea Dees, editorin-chief and class president, alongside senior Xoro Robinson, assistant editor-in-chief. Together, they cultivated a space of mentorship and growth.
Junior Kimberly Grayson, mentee of Dees, said, “I like journalism because I get to use my imagination and also get to make good stories so people can know what's going on.”
When asked who she’d like to acknowledge, she didn’t hesitate: “Andrea, because she helps me stay on top of my
work when I feel unmotivated.”
Senior Korey Colton, bound for Western Michigan University to study mechanical engineering, said, “Journalism at CMA has been interesting. I’ve gotten the opportunity to be published, to interview people and see their perspectives, and to speak out about how I feel about the events going on in school and outside of school.”
These voices—diverse, determined, and deeply human— have shaped not only a publication, but a legacy. As our seniors turn the page to a new chapter, their stories remain etched in the heart of CMA. And in every future issue of The Communicator, we’ll hear echoes of this unforgettable class, whose words did exactly what Angelou dreamed, slid straight to the heart.
Building schools, building empathy: Renaissance students give back through buildOn
By Jayla Smith-Turner The Stentor Renaissance High School
Each summer, Renaissance High School students volunteer through buildOn, a nonprofit organization that empowers them to travel to underserved areas and work alongside local communities to build schools.
BuildOn is known for its wide range of service opportunities—from picking up litter to international school construction.
“It’s a place where you can help others and volunteer in things that you normally wouldn’t or couldn’t be able to, as well as step out of your boundaries and explore places you haven’t really been before,” said sophomore Jordan Alexander.
Before joining buildOn, some students held misconceptions about community service.
“When I thought of community service, I thought of the mandatory service you had to do when you were taken to jail—like they force you to pick the leaves and trash up off the floor,” said former buildOn student Nevaeh Norton. “But after I joined buildOn, I learned that community service is more than just cleaning up the environment. It’s helping the people in your community.”
A key part of buildOn is Trek, an annual program that
takes students abroad to assist with school construction and immerse them in local cultures.
“Trek is going abroad to another country to give education to those who are in need of it, but also embracing a new culture that you may not have experienced before,” said senior China Anderson.
Renaissance students have traveled to countries including Nicaragua, Senegal, Nepal, Haiti, and Burkina Faso. “I’ve been to Guatemala, Malawi and Mali,” said Danielle Morris, the youth engagement specialist at Renaissance.
Trek schools often look very different from those in the United States. “For over there, building a school—it’s not like the schools we have here. It’s really smaller than American schools,” said senior Alycia Gonzalez. “I would say what we did wasn’t as hard as you might think it would be, because we had the help of all the villagers around us.”
Beyond the physical labor, the experience leaves a lasting emotional impact. “Every time I had trouble trying to break the dirt in the hole, they would help us,” said Anderson. “And you didn’t really have to use words. You would look at them, and they would come to you and just help you. That’s how we
built connections.”
Anderson formed a deep bond with her host siblings, Chito and Dania, during her Trek to Guatemala. “That relationship we were building—I just wanted them to experience how I lived because how they lived was different than anything I had ever seen,” she said.
With the next Trek to Malawi scheduled for July 2025, Anderson offers advice for future volunteers. “Mentally prepare yourself. It’s not going to be like a vacation. Not everything is going to go perfectly—sometimes it’s going to wear you down—but you have to remember why you’re going on Trek, and that reason should hold you together.”
Morris believes the heart of buildOn is empathy. “I feel like everybody has a placement to show some type of empathy for one another. And that brings everybody together regardless of their situation or whatever they’re going through,” she said.
“Empathy is very important—placing yourself in other people’s shoes—because without that, there wouldn’t be any buildOn,” Morris added. “We’re not just a nonprofit. We are a movement.”
Photo by Jayla Smith-Turner/The Stentor Freshman gives back. Renaissance High School freshman Alexander Jordan carries donation boxes while volunteering with buildOn during a community service event. The buildOn program encourages students to engage in local and global service projects throughout the school year.
Photo by Jayla Smith-Turner/The Stentor Serving with purpose. Renaissance High School junior Kassidy Moore helps distribute food with buildOn. Moore and fellow students volunteer regularly through the nonprofit to support underserved communities.
Senate builds spirit, community at Renaissance
By Clarity Williams
The Stentor Renaissance High School
At Renaissance High School, the Senate works year-round to organize events that bring students together and boost school spirit. Whether you're a teacher, student, or member of another extracurricular group, the impact of Senate is felt throughout the school community.
“Senate plays a huge role in the average high school experience of a Renaissance Phoenix,” said sophomore Korinne Lavergne, who has been a senator for two years. “Without Senate, my high school experience would just be completely different.”
Many senators say that their involvement has helped them become more active and connected within the school and beyond.
“It gave me the branches that I didn't know that I needed or that I didn't think were possible here,” Lavergne said. “I get to plan so many projects that I want to do, and it also gets me involved in the school community.”
Junior Zaria Dillon agreed.
“I definitely think it helped me want to become more involved in everything around the school,” she said. “When you’re actively helping with every project, you’re planning homecoming—it gives you an incentive to want to plan more things.”
One example of such involvement was a book drive organized in March. “That was a project outside of Senate,” Dillon said.
“It got students extra credit for bringing in books, but then it was also good because we donated the books to schools around Detroit that needed them, like elementary students.”
No matter the type of activity, senators often share the same goal: building community and encouraging participation.
“When I speak about planning things, I just speak about doing things that make the student body want to get engaged and have that school spirit,” Dillon said.
Senior Jillian Jones, president of Senate, echoed that sentiment. “My goal is more so just to have fun—thinking of projects that people would actually want to come to, that they would enjoy.”
Each senator approaches planning with
a unique thought process, often centered on the benefit to students.
“Will people be engaged? Will it work? Am I going to charge for it? Do I want to donate this money?” Dillon asked. “And I guess like, why should people want to do it? Why should people want to come? Why should people have school spirit?”
While some events don’t always go as
planned, Senate uses feedback to improve future activities. Dillon recalled the senior class “Grammys” during the 2021-22 school year.
“It didn’t really go well ‘cause most people didn’t know what it was,” she said. “But I think if we were to do it again with another class, it would go 10 times better… for classes like ’26 next year, I think it would go well.”
Green Team grows students' passion for the planet
By Jasmine Patterson
The Stentor Renaissance High School
At Renaissance High School, the Green Team is working to inspire environmental awareness through gardening, healthy cooking, and community service. The club meets every Monday through the end of the school year, and all students are welcome to join.
“Plants need a lot of love and care,” said science teacher Alexis Anderson. “They really just need someone to pay attention to them.” Green Team members learn how to care for plants and help them thrive, gaining hands-on experience in sustainable practices. The club encourages students to explore new activities and develop skills that impact their daily lives.
“We really love the outdoors and the
environment, and we care a lot about it,” Anderson added. “We just want to share that with everyone else and hope some students agree with us.”
The club’s mission is to foster a shared appreciation for nature. Anderson and the Green Team hope to connect with likeminded students who are passionate about the environment.
“I’m actually able to pursue my passion for cooking,” said senior China Anderson. “Plus, it’s a different option—it’s vegan food.”
Beyond environmental care, the Green Team promotes independence by teaching students to prepare fresh, organic meals using ingredients from their garden. With guidance on handling kitchen tools and safety, students discover new culinary options and nutrition alternatives.
“You also get to learn more about the Earth,” said China Anderson.
Through the club, students gain a deeper understanding of the environment and how their actions affect the planet. It broadens their perspective on sustainability and daily impact.
“I think it’s a really cool way for students to do something outside of school,” said science teacher Emily Phillips. “Also to learn, get involved, and have a little community as well.”
After school, Green Team members participate in fun, engaging activities that provide a welcome break from academics. The club offers a relaxed, inclusive space where students can be themselves.
Participants describe the club as joyful and supportive, with a sense of community that brings students together in meaningful, positive ways.
“I love the Green Team,” said Ja’niya Knight.
Photo by Clarity Williams Royal Court takes the spotlight. Members of the 2024 Renaissance High School Royal Court pose with a banner during the homecoming parade. The event was organized by the Renaissance student Senate as part of a weeklong effort to boost school spirit.
Photo by Jasmine Patterson/The Stentor
A Renaissance High School student walks through the school’s greenhouse while tending to raised garden beds. As part of the Green Team club, students learn how to grow fresh produce and support environmental sustainability.
Photo by Jasmine Patterson/The Stentor
Members of Renaissance High School’s Green Team pose for a photo with club sponsors and science
teachers Alexis Anderson, far left, and Emily Phillips, far right, outside the school’s greenhouse. The team promotes sustainability, gardening, and environmental awareness throughout the school year.
SPORTS CT wrestler Woodberry makes history
By Amia Coates CT Visionary Cass Tech High School
Freshman phenom Cyrus Woodberry won the wrestling state championship in the Div. I,106-pound weight class on Feb. 28. Woodberry was the first Cass Tech wrestler to win a state championship.
This win is especially important to Cass Tech because wrestling has only been at CT since the 2022-23 school year.
To advance to the state championship, Woodberry won the district and regional wrestling championships. Woodberry was then seeded as the No. 1 wrestler in the 106-pound weight class for the state championship. During the state championship, he competed in and won all four wrestling matches. He won his final match in overtime.
“My goals are to go up in a weight class and be able to win another state championship in a high weight class," said Woodberry, who has been wrestling since he was 4. Cass Tech wrestling coach Mike Torriero said Woodberry stands out amongst other wrestlers because of the extraordinary number of hours he devotes to practice.
“He just has, you know, thousands of hours … on task,” Torriero said. “And I think that [added time] wrestling is what separates him from a lot of the other kids.”
Torriero said Woodberry has had great workout partners and supportive parents who pushed him to be his best. He added that the DPSCD athletic department laid the foundation for his success.
“It takes a village,” Torriero said. “He couldn't have gotten there by himself.”
Woodberry offers this advice for incoming freshmen who are interested in being on the wrestling team.
“If they join the wrestling team, they'll definitely get better,” Woodberry said. “They'll learn new skills. They'll be welcome immediately with a very friendly team.”
King senior Hill pushes himself in, out of classroom
By Brianna Davis and Jordin Jones-Brown Crusaders’ Chronicle
Martin Luther King Jr. Senior High School
Student, athlete and entrepreneur: King senior Tyler Hill is always in search of self-improvement by pushing himself to stay active and focus on his daily life. Aside from his highgrade point average, Hill has a hand in different endeavors like photography, athletics, and his own clothing brand, Soldiers Only.
“The mission to be the best version of myself drives me to be active and do the things that I do, " Hill said.
He highlights his balance around his academics and sports, by showing strong structure and time management. Hill blends this all together for the lifestyle that he wants to live.
“My sports life and everyday life are separated into what is most important,” Hill said. “My everyday life is made around my school and sports schedule.”
Hill is dedicated to being the best person possible. His actions reflect how determined he is to achieve his goals and how he will be successful in doing so with the strength of his support system. This inspires him to stay focused and motivated into achieving his dreams.
“I believe Tyler is driven because he wants to be the best version of himself,” Hill’s mother Ebony Williams said. “He is working towards the goals he set for his life and understands that hard work and dedication is what it takes to accomplish them so that’s where his drive comes from.”
His mother has seen firsthand how he handles obstacles and perseveres to achieve his goals.
“Tyler has a calm approach to things,” Williams said. “He is a born leader, a logical thinker and has a positive attitude towards everyone and everything. So, when obstacles arise, he prioritizes the importance first.” Hill has shown leadership throughout the school year by modeling to his teammates and coaches how dedicated and committed he is to being a scholar athlete.
“Tyler has plans to be a difference maker in society and is a hard worker,” varsity baseball coach Norman Taylor said. “There is no doubt that he will be successful at his chosen endeavors in life. I’m extremely thankful to have met and coached him. He’s a far better person than anything else and the best is yet to come.” AP pre-calculus teacher Kristin Langston also thinks highly of Hill. He knows what responsibilities he has, and he takes care of those responsibilities.
“He consistently lists his priorities and thoughtfully determines the order of importance, allowing him to manage his academic responsibilities alongside his extracurricular commitments,” Langston said. “This ability to stay focused and organized not only supports his success in the classroom but also reflects his maturity and self-discipline.”
CMA’s track team gets exposure, wins at first meet
By Makayla Stone The Communicator Communication & Media Arts High School
On April 17, Communication & Media Arts High School had its first track and field meet at East English Village Preparatory Academy at Finney.
CMA’s track team came in the top three in almost all its events.
“I was very nervous for the first track meet, especially since we got there late,” senior Re’Yanna Odom said. “But after we got onto the track and finally ran, I felt very relieved. We even got first place.”
On the exposure side, junior Makiya Bason has started recording CMA’s track practice and doing podcast with athletes on the team. Bason has given CMA’s track and field team
exposure by interviewing members so others can see and hear about their progress.
Since last track season, CMA has really made improvements to their team and helped athletes become better.
“Recording the track practice not just to watch ourselves run, but to study the details, the progress, the commitment,” Bason said. “This team has built something great.”
Many students have joined the track team over the years because it's not just a team but a family and the team is only getting better by the day. CMA not having a track has not stopped their hard work or commitment to the team. Not having a track made them realize how lucky they are to be such an effective team without many resources.
Photo courtesy of CT wrestling coach Mike Torriero Cyrus Woodberry and his father celebrate at the state championship.
Courtesy photo Senior Tyler Hill is driven to do well in and out of the classroom with stellar grades, athletics, photography and a clothing line.
Photo by The Communicator Senior Dillon Mcgrue runs the 200 meters.
