• Bridge Michigan readers say K-12 school struggles are one of the most pressing election-year issues
  • How do governor candidates say they’ll fix it? Bridge asked nine leading candidates to weigh in on a variety of education issues
  • Here are their responses, in full

Bridge readers say Michigan’s struggling K-12 schools are one of the most pressing issues this election year. So we asked nine leading gubernatorial candidates about what they’d do to fix them:

Here’s what they had to say, in full: 

Bridge also asked the candidates to note how they’d try to implement their proposals — through executive, legislative or constitutional changes — but most did not. James did, saying he’d take a mix of legislative and executive action, and also said his full education plan is coming soon. 

Childhood Literacy

The question: Michigan ranks 44th in 4th grade reading on the National Assessment of Educational Progress. What does Michigan need to do to improve these scores? Are there current policies you would keep, change or eliminate?

Benson (D): As a mom, the daughter of two special education teachers, a former educator, and a data-driven leader with experience transforming statewide systems, I am ready to tackle Michigan’s literacy crisis with the urgency and leadership it requires.

That means developing a comprehensive, data driven plan to transform how we address early literacy in this state. The plan should incorporate data, best practices, timelines and benchmarks, with a goal of meeting our students and educators where they are and ensuring every child in Michigan’s public schools is able to read at their expected reading levels.

Related:

Tutoring, early literacy coaching, and additional professional support for our educators is critical and have worked in states like Mississippi and Maryland to turn around reading scores. But we still today have over 400 different literacy curricula in use, many of which have no basis in evidence or data as a successful approach to teaching. That’s inefficient and unfair to educators and students who are striving to succeed.

I’ve proposed the MiKids Success Plan to address early literacy and prepare every kid in Michigan to succeed. It combines existing remedies: current plans to ensure every K–3 teacher and coach is trained in the LETRS early literacy program and ensuring our schools are utilizing high-quality, research-backed core curricula for literacy and math.

However, we need to take this one step further. My MiKids Success Plan will ensure every child in Michigan has a personalized roadmap for literacy success.

The MiKids Success Plan

Here’s how it will work. Beginning in kindergarten, every Michigan student will initiate their own personal MiKids Success Plan — a living, evolving personalized education roadmap linked to each student and reviewed every semester with families and educators.

Each plan will include:

  • A snapshot of a student’s readiness at kindergarten entry
  • Clear benchmarks and supports to reach proficiency in reading by grade 4 and math by grade 8
  • A roadmap to begin a career and college readiness pathway by grade 11
  • Documentation of wraparound services, attendance, and how out-of-school experiences can enhance classroom learning
  • Regular metrics and tracking, using both assessments and portfolio evidence to guide progress

This plan will eliminate the one-size-fits-all approaches that have failed in the past. It will also ensure we are not waiting until a child is in crisis to intervene, and empower parents, educators, and students themselves to develop a plan, partnership, and path for successful literacy attainment and growth for every child. 

Cox (R): We are tied with four other states and only two states are behind us. That makes us 48th in the Nation.

I’m running for governor because three of my four adult children left Michigan for better opportunities elsewhere. As a result, my two granddaughters grew up in Mississippi and currently receive a better education in Mississippi than the children in Livonia where I live. That is morally unacceptable.

That should concern every Michigander. I’m not running to manage the status quo. I’m running to make Michigan the best state in the nation for education. If we get education right, our economy will follow.

I will follow the example of Mississippi which enacted a literacy law that focused on ensuring every third grader can read; requiring phonics-based instruction; grading every school; and providing tutors to students as young as kindergarten with tutoring if needed. As a result, Mississippi has gone from 49th to 9th in 4th grade reading in just 12 years. On a personal level, the Mississippi model – often called the Mississippi Miracle – ensured my significantly autistic granddaughter was able to read by 4th grade even though she was in special education programming. It works so well that even the New York Times calls the Mississippi model our Nation’s “best hope in schooling”. 

Duggan (I): Michigan’s literacy crisis comes down to two things, and both trace back to the broken politics of Lansing. Every time the majority party in the Legislature or governor’s office changes, school standards for literacy change. Such pendulum politics have led to a loss of confidence in the education system, which feeds a doom loop. The decline in Michigan student scores has been going on for 20 years across both Republican and Democratic administrations.

First, we need to provide the right resources to tackle the crisis. This means we have to stop treating the School Aid Fund like a piggy bank and return that money to classrooms. Right now, about $1.3 billion a year meant for classrooms is being diverted to other programs. As governor, I will restore that $1.3 billion to schools over a 5-year period by reducing growth in the rest of the general fund and put a stop to future raids on the School Aid Fund. Every dollar of the 1994 Proposal A 6% sales tax increase must be returned to K-12 schools as the voters were promised.

The first priority for the restored funding will be to help students in early grades learn to read through smaller class sizes, more reading coaches, higher quality curricula, expanded tutoring, and more literacy training for teachers. It will also make sure that every school has a functioning library so kids have access to books. Funding will be weighted, based on students’ needs.

Second, we need accountability to make sure the money actually improves outcomes and to restore parental trust. That starts with an educator-driven school grading system that closes the divide between schools and parents through transparent but understandable performance measures chosen by local educators. Those measures will then inform a school’s progress through a 5-year, statewide grading system that will hold principals and superintendents to account if they fail to measure up and deliver results. 

James (R): Michigan ranks 44th in the nation for 4th grade reading, and in Detroit only 13% of third graders can read at grade level. That is not a policy failure, it is a moral failure, and as Governor I will pursue legislative action to require proven phonics instruction from kindergarten through third grade, following the Mississippi model that delivered the nation’s greatest reading gains. 

Johnson (R): Michigan cannot accept being near the bottom in 4th grade reading. At the same time, Michigan has roughly 900 school districts, and it is difficult to impose one rigid policy that works everywhere, from rural communities to large urban systems. The state should focus on results, not micromanagement, and make sure schools are using proven reading instruction like phonics and early intervention when students fall behind.

Leonard (R): Let’s be clear: Michigan has a 3rd grade reading crisis. I said when I launched my campaign in June that fixing it would be my top priority as Michigan’s next governor, because if a child cannot read, nothing else in education matters. As a former prosecutor, I’ve seen firsthand what happens when a child cannot read – you’re setting them up for a lifetime of failure, which means a welfare check or a prison cell.

The good news is, we have a playbook. The science of reading, phonics, vocabulary, and comprehension, get results. States like Mississippi and Tennessee proved it by training teachers, screening students early to identify struggling readers, and investing in high quality tutors and targeted support to give children and teachers the support they need.

The path forward is obvious. Teach literacy using the science of reading and phonics. Screen students early in K-3 so struggling readers are identified immediately. Provide targeted support with high-quality tutors. Let’s be honest, a teacher with 30 students in the classroom can’t give every struggling child the one-on-one help they need. Both students and teachers deserve real support.

And we must stop pretending that social promotion helps kids, because it doesn’t. If a student can’t read proficiently, they must be held back. But, if we are going to take that bold step, parents must be empowered in this process with clear communication and access to every resource available to help their child succeed.

Michigan also expanded universal pre-K. That’s fine, but it cannot turn into a taxpayer-funded babysitting service. Those classrooms should be focused on phonics and early literacy so children walk into their kindergarten classroom ready to learn.

Why Michigan’s 3rd grade reading law was repealed makes no sense – unless you understand that no special interest wields a bigger lock on a major party than the Michigan Education Association does on Democrats. Once again, the MEA put adults ahead of kids. It’s time to reinstate the law and make it stronger.

My expectation as governor will be simple: Every Michigan child should be reading confidently by the end of 3rd grade. That will be my top priority. Period. 

Nesbitt (R): These aren’t just numbers, these are our kids. We must enact a read-by-third grade guarantee and ensure our teachers are trained to teach proven science-based reading curriculum so that our students are set up for success. We must also make sure our students have access to additional tutoring resources and literacy coaches in our elementary schools so they don’t simply fall through the cracks. 

Rebandt (R): Early literacy is the foundation of all academic success. Michigan must continue expanding science-based approaches to reading instruction, including phonics-based programs such as LETRS and similar methods that have been proven to improve reading proficiency.

Teachers will be properly trained in these methods, and science-based reading instruction should be a required component of teacher certification in Michigan. Schools should also have the flexibility to use multiple proven literacy strategies to ensure every child learns to read effectively.

Identifying students who struggle with reading in the early grades — especially in third and fourth grade — allows teachers and parents to intervene early and put students back on the path to success.

Swanson (D): – Work with local school districts to expand preschool and Universal Young 5s ensuring every child is ready day one; focus on essential elementary standards so more time is dedicated to building strong foundations in reading, writing, math, and social‑emotional development; ensure every child has early support.

Choice and Charters

The question: Michigan offers public school choice and charter schools, which are publicly funded. Would you push to change anything about the system, including signing up Michigan for the national tax credit scholarship program?

Benson (D): Strong public schools are the foundation of strong communities, and as Governor, my focus will be on strengthening the public education system so that every child, regardless of their zip code, has access to a quality education that will prepare them for the jobs of tomorrow.

That includes ensuring parents have a voice in their child’s education. What Michigan does not need is policies that further drain resources from the neighborhood public schools where the vast majority of our children learn. Michigan’s charter schools can and should be part of a thriving educational landscape — but that means holding them to the same rigorous standards we expect of all public schools. We will pursue stronger oversight, greater transparency, and real accountability, because Michigan families deserve nothing less.

Cox (R): Parents know their children better than any bureaucrat in Lansing. I’ve heard from parents across Michigan, from Detroit to St. Joe to Traverse City, who want more choices for their children.

I was the only Republican candidate to attend the Michigan Education Association’s gubernatorial forum, and I didn’t shy away from supporting school choice.

I was also the first candidate to announce that I would opt Michigan into the federal education freedom tax credit on my first day in office.

Michigan is falling behind the nation in education freedom. Families deserve the ability to choose the right education for their child — whether that’s a traditional public school, charter school, private school, or homeschooling. And we know choice works. Students in school choice programs consistently show higher graduation rates and stronger college attendance.

Duggan (I): For decades, Michigan has given parents the freedom to choose where their children go to school – traditional public schools or charter schools. But choice means little if the choices are between poorly-performing schools. I support a system that holds both traditional and charter schools to the same standards of performance and accountability.

If a school is failing kids year after year, the state cannot just look the other way. We will create an educator-driven school grading system to inform parental decisions, as well as an Office of School Support and Accountability to work with the Department of Education to monitor struggling schools and step in when necessary.

The objective is straightforward: Give schools the support they need to improve, but hold leadership accountable if they don’t. If a school continues to fail, we change the leadership and put a stronger improvement plan in place. Parents deserve options, but they also deserve confidence that whichever public school they choose is delivering a quality education. My focus is not on adding more programs. It is on making sure every school we already have is working for Michigan’s kids.

On the proposed federal tax credit scholarship program, I agree with Governor Whitmer that we need to review the final details before making a decision. I am particularly interested in evaluating whether the new federal funding can be effectively used to strengthen public school programs. 

James (R): I led the passage of the Federal Scholarship Tax Credit in Congress, creating privately funded scholarships so parents can choose the best school or education service for their children. On day one as Governor, I will opt Michigan into the Federal K-12 Education Freedom Tax Credit through immediate executive action, unlocking scholarships for tutoring, special needs services, and after school programs. Competition and choice make every school better. 

Johnson (R): Michigan’s charter school system is best when it encourages flexibility, real parental choice, and a diversity of educational approaches. Different students thrive in different environments, and charters give educators the ability to try new models that traditional systems sometimes struggle to implement. I support maintaining strong charter and school choice options while ensuring parents have clear information about school performance so they can make informed decisions.

Leonard (R): Let me be blunt: when it comes to education, I trust parents over government to make the decisions. That is my guiding principle. Michigan’s charter and public-school choice system is a foundation worth building on. Parents should be able to choose what works best for their child – traditional public school, charter public school of choice, homeschooling, or virtual learning. Geography or lack of social or economic capital should not trap kids in failing districts. Why shouldn’t a struggling parent in a rural or urban area have the same options as a rich family in the suburbs?

Choice only works if quality matters. High performing schools should expand. Failing schools should be closed. No excuses, or favoritism. Authorizers with a history of green lighting failing schools should lose the right to authorize new ones. Accountability shouldn’t be optional. It needs to apply to every school in the state.

Homeschooling and virtual charter schools aren’t going anywhere. Both should be protected and remain viable options for parents. Each one allows parents to tailor learning to their child’s needs, values, and pace, letting students with health challenges, sports schedules, or unique learning styles the ability to succeed.

Michigan already has examples of choice done right. Schools like Detroit Achievement Academy and Pembroke Academy prove that flexibility, high standards, and accountability produce results. When schools are given freedom with clear expectations, but most importantly, parents are empowered, kids win.

I also support Michigan joining the national tax credit scholarship program. Look at Florida. The State’s credit and Family Empowerment Scholarships show that giving parents more options work by expanding opportunities and keeping schools accountable.

Bottom line: it’s time to empower parents and allow dollars to follow students. Union bosses, politicians, and bureaucrats don’t know what’s best for kids. Parents do. Period.

Nesbitt (R): I will do what Gov. Whitmer refuses to do and sign Michigan up for President Trump’s national tax credit scholarship program on day one. We must trust parents to make the best decisions for their children’s education once again and that means empowering them with good choices. 

Rebandt (R): Michigan already offers school choice and charter schools, which operate as public school districts under state law. These options provide families with important educational choices and should be supported.

I support opting Michigan into the Federal Tax Credit Scholarship Program passed by Congress. This program would bring additional resources to education and expand opportunities for families while benefiting both public and private schools.

All students should be funded fairly and equally, including those enrolled in cyber schools. Online education has become an important part of modern learning and provides flexibility for many students and families.

Michigan should also increase funding for the 31aa budget line, which supports school safety and student mental health services. I completely support certified retired law enforcement officers and military to help keep our students safe.

In addition, we must restore the A–F school grading system. This system provided clear and transparent information to parents about school performance and helped families make informed decisions when exercising school choice.

Swanson (D): – Support multiple pathways to graduation and public school choice based on support of the local school board and community.

– No vouchers for private schools, any legislation diverting public dollars to private institutions will be vetoed.

College readiness

The question: Statewide, only about 27% of high schoolers are college-ready, as determined by student performance on the SAT. How would your administration ensure students are college and career ready when they graduate Michigan high schools?

Benson (D): I ran Wayne State Law School with one goal: to prepare all of our students for the well paying jobs of tomorrow. That meant establishing broad but delineable and consistent graduation requirements that every student would be expected to meet prior to graduation. Conversely, Michigan’s non-competitive K-12 policies and statewide graduation standards make it impossible to prepare Michigan’s next generation to thrive in our economy. Michigan must adopt a clear, rigorous, comprehensive college and career readiness expectation that every K-12 school can utilize to establish a foundation that is to be part of each student’s graduation requirements. One suggested measure is to adopt a globally-competitive college and career education standard that is tied to students graduating from high school. Such a standard is broad enough to encompass the varying needs of individuals and schools while also prioritizing the need for all students to develop skills – from academics and career preparation to digital literacy and financial health – that will serve them regardless of what 21st century post secondary pathway they choose. Consistent skill expectations enable educators to connect learning to real careers through hands-on projects, internships, and unique programs that empower each student to build their own pathway to thrive.

Cox (R): Let’s start again with literacy. Nobody should graduate high school if they cannot read, write, or demonstrate basic comprehension. Yet today nearly half of adults in Detroit are functionally illiterate and hundreds of thousands of our current k12 students don’t read at grade level. That is the result of a broken system.

Second, we need to abandon the “college-or-bust” mentality. Over 60% of our students will not complete a four-year degree and we should stop treating the skilled trades, badging, and certified professions as second-class options.

Michigan should ensure students graduate high school college and career ready. There are many high-paying, rewarding careers in the skilled trades and technical professions that do not require a four-year degree. My Dad earned a good living as a carpenter, but to do so, he had to be able to read and do math: regardless of the career track, it all starts with literacy. 

Duggan (I): Michigan’s students are graduating into a world where the skills they learned in high school don’t match the skills needed in the real world. My goal is simple: every student should graduate college-ready, or with a credential or skill and a career pathway.

The first means to that end is rebuilding career and technical education across Michigan. Today, even the former Michigan Schools Superintendent admits 41% of districts are CTE deserts. My administration will ensure every district has access to a full CTE pathway by dramatically expanding funding and access. We will increase CTE funding from about $40 million to roughly $200 million over five years, with at least $100 million in ongoing annual support. We will provide grants to help districts launch programs, purchase equipment, allow intermediate school districts to partner with neighboring districts to expand access, and modernize graduation requirements so students can better combine academic coursework with career training. I will also launch an Apprenticeship-Ready Schools initiative so high school programs can lead directly into registered apprenticeships and good-paying jobs in fields like advanced manufacturing, agribusiness, health care, and clean energy.

Second, we need to give students real opportunities to earn college credit and industry credentials before they graduate. I will eliminate the penalty that discourages schools from offering dual enrollment by ending the requirement that districts pay college tuition for those students and replacing it with dedicated state funding. We will expand dual enrollment to include trade schools and create a statewide goal that every student graduates with at least one credential, certificate, or college credit, with the state helping cover the cost of earning those credentials.

Finally, we need to better connect education with the jobs Michigan actually needs filled. My plan creates an Office of Education Economics to align high school programs and employer demand through workforce data so schools prepare students for real life opportunities. We will also double the number of high school counselors so students have better guidance in choosing their right path, expand paid internships and apprenticeships, and turn intermediate school districts into regional career hubs working directly with colleges and employers.

If we do this right, a Michigan diploma will mean something again. Students will graduate not just with a piece of paper, but with the skills, credentials, or college credits they need to succeed.

James (R): We will enact legislation to require that every non-college bound student graduates with a marketable license, trade certification, or professional portfolio so that a Michigan high school diploma truly means something. We will also align our K-12 curriculum, community colleges, and workforce training programs with real employer demand through proven models like co-op and mentorship programs that connect students to careers beginning in middle school. 

Johnson (R): The goal should not be forcing every student into college. Success after high school can mean college, skilled trades, entrepreneurship, the military, or entering the workforce. Michigan schools should strengthen both academic preparation and career and technical education so students graduate with real options. If only about 27% of students are considered college-ready, that is a warning sign that the system needs to refocus on fundamentals. Schools should prioritize strong instruction in reading, writing, math, and critical thinking so students graduate prepared for life’s challenges.

Leonard (R): Let’s not sugarcoat it. The fact that only 27% of our students are college-ready is a national embarrassment for our state. Plain and simple. And the bureaucrats’ solution? Change the definitions, pat themselves on the back for graduation rates, and act like everything’s fine. This must end. It’s time to focus on real, genuine readiness, which includes college, but yes, also a focus on skilled trades.

Here is the truth: it starts with 3rd grade reading. If kids can’t read by the end of 3rd grade, nothing else matters. No SAT scores, no college acceptance, no career credentials. If the child can’t read, the diploma is nothing more than a thick piece of paper in a frame. Reading is the foundation. Everything else builds upon that.

High school must be about real readiness. The opportunity to go to college, earn a trade, or enter the workforce with credentials that pay the bills. Not everyone needs a four-year degree. Some kids (and I should add, smartly) want to work with their hands to build homes, fix vehicles, and run a business. We have an affordable housing crisis in this state and a skilled trade shortage. This won’t get fixed overnight. If a 17-or-18-year-old wants to go straight into a trade, we shouldn’t trap them in a classroom to take another science or foreign language class they will never use. Let the money follow the kid to a trade school of their choice, get them certified, and into an apprenticeship immediately. Frankly, let’s not focus on just “college readiness.” Let’s focus on “career readiness.” That’s just common sense.

At the same time, we need to stop pretending that every student must follow the same college-only pathway. Our goal should be that every student exits high school ready for college, ready for a career, or ready for a skilled trade that leads to a good-paying job.

Michigan already has programs that work. Early Middle Colleges let students graduate with a diploma and industry credentials. Other states have proven models. Tennessee’s “Promise and Reconnect” programs and Colorado’s CareerWise apprenticeships where high schoolers get real-world skills while still in high school are two examples. We can do the same here, but we need to prioritize flexibility funding that follows students, not bureaucrats.

Michigan’s education system should prepare young people for the real economy. That means facilitating multiple pathways to success and ensuring that when students graduate, they are truly prepared for where their path takes them.

Nesbitt (R): Too many Michigan students are leaving school unprepared for their future. As governor, I will set a vision to help every student find their pathway to a meaningful career whether it’s through college or the workforce. College isn’t a one-size-fits-all option, It’s time to bring skilled trades back into every high school and support students who choose to pursue worthwhile career paths. 

Rebandt (R): Only about 27% of Michigan high school students currently meet college readiness benchmarks on the SAT. Michigan must do more to ensure students graduate prepared for both college and the workforce.

The building-block approach begins to show its value in middle school. Students who demonstrate proficiency in reading and math in the early grades can begin exploring career pathways much earlier.

Michigan schools will expand the use of career exploration technologies, including Virtual Reality Career and Technical Education programs. These tools allow students to experience real-world careers in fields such as automotive repair, plumbing, construction, and other skilled trades.

We will also expand dual enrollment opportunities for high school juniors and seniors so they can earn college credit through community colleges while still in high school. This will save students and families thousands of dollars in their post high school education costs as well as those entering the trades with substantial classroom and mentorship experience.

Schools will also be encouraged to bring subject-matter experts into classrooms to provide real-world learning experiences. Partnerships with private companies can give high school seniors opportunities for hands-on work experience in fields they are interested in pursuing.

These efforts will help students make informed decisions about their futures while strengthening Michigan’s workforce.

Swanson (D): – Support early career exploration and multiple pathways to graduation (trade school, community college, university, military) and create opportunities in middle and high school like career exploration to prepare students for success after graduation.

– Encourage greater educator input in curricular decisions by giving schools the flexibility to focus on essential standards and skills that prepare students for real-life success and for college—whether at a community college or university.

– Expand GED and high school completion programs through public school community education and proven models like I.G.N.I.T.E., providing adults and returning citizens with a second chance to complete their education and build productive futures. These programs help reduce reincarceration, strengthen communities, and save taxpayer dollars.

Staffing challenges

The question: The teacher shortage remains a challenge in schools, even as the state has worked to lower the cost of getting a teaching credential. What would you do to ensure Michigan’s schools have the staff they need?

Benson (D): I am the daughter of two special education teachers and a former educator.  I know firsthand that the challenges educators face every day are real, they are urgent, and they demand a Governor who will use every tool in the toolbox to make our schools the best in the nation.

Michigan is facing a serious educator shortage. We need approximately 40% more teachers and 20% more support staff in our public schools. Recruiting and retaining talented educators requires more than kind words — it requires concrete investment. That starts with raising starting teacher salaries to at least $60,000 and meaningfully increasing compensation for experienced teachers and school support staff. But compensation is only part of the answer. Educators need a voice in the decisions that affect their classrooms, and they need the resources — time, training, support, and materials — to do their jobs well. When we support educators, we support students.

Cox (R): As governor, I won’t tolerate the structural mismanagement we’re seeing today across nearly every school district. Michigan public schools have 80,000 fewer students than they did a decade ago, yet districts have added more than 21,000 employees, and only 2% of those were teachers. That disconnect must end.

At the same time, we must modernize how we compensate great teachers. Teaching is one of the most important and demanding professions in our society, but the compensation structure is outdated. Principals should have more flexibility to recruit, reward, and retain great educators, and we should actively recruit talented professionals and former teachers back into the classroom. There is simply too much at stake to leave talent on the sidelines.

Duggan (I): Michigan’s teacher shortage is real, and the solution isn’t just lowering the cost of a teaching degree. We have to build stronger, faster pathways into the classroom while making teaching a career people are proud to pursue, where they feel supported and encouraged to continue on this career path.

First, we need to treat teaching as a profession people can grow into, not one they can only enter through a narrow pipeline. That means expanding nationally proven strategies like teacher apprenticeships and Grow Your Own programs. Right now Michigan’s teacher apprenticeship effort is barely functioning. Only one district, Saginaw, participates. We should reform the program to mirror states like Tennessee, which have reduced barriers and created real alternative pathways for people who want to teach while they train.

Second, we need to work with Michigan’s universities to make teacher preparation a true priority again. Colleges of education should be central to the mission of higher education in this state. The goal is more well-trained, high-quality teachers entering classrooms every year.

Third, we should invest in teacher corps programs focused on literacy. States like Minnesota and Tennessee have shown that these programs can recruit and deploy both new educators and experienced teachers, including retirees, to help improve reading outcomes in struggling schools. If we want to move Michigan out of the bottom tier in reading, we need to put strong literacy instructors where they’re needed most.

Finally, we should strengthen the Future Proud Michigan Educator program with a five-year literacy-focused expansion. That includes using temporary teaching certificates to bring qualified educators into classrooms faster and granting automatic license reciprocity for proven literacy teachers from other states.

James (R): Through executive action and legislation, we will reduce overly restrictive licensing barriers blocking talented professionals, engineers, tradespeople, and experienced retirees from bringing their expertise into Michigan classrooms. We will also redirect dollars currently consumed by administrative overhead directly into teacher pay, rewarding our highest performers with the compensation and recognition they deserve. 

Johnson (R): Teacher shortages will not be solved by lowering certification requirements alone. My $4,747 plan puts more money back into the pockets of working families and teachers by eliminating the state income tax, which immediately improves the financial picture for people in the profession. At the same time, we need policies that make teaching more rewarding day-to-day, including restoring strong classroom discipline, reducing unnecessary bureaucracy, and making sure teachers are supported in doing their job.

Leonard (R): Michigan’s teacher shortage is not simply a pipeline problem; it’s a policy problem. For too long, certification and licensure systems have been structured in ways that limit who can enter the profession instead of attracting talented people into classrooms. If we want strong teachers in our schools, we need to reduce unnecessary barriers and create pathways for qualified professionals who want to teach.

One priority would be expanding alternative certification pathways, particularly for career-changers and subject-matter experts in fields like math, science, and skilled trades. States such as Texas and Tennessee have shown that flexible entry pathways can help bring talented professionals into classrooms while still maintaining high standards.

Michigan has promising models we can build on as well. Programs such as Michigan’s “Grow Your Own” teacher initiatives, which help paraprofessionals and local community members become certified teachers, have been effective in helping districts recruit educators who already have strong ties to their communities. Expanding these programs can help address shortages, particularly in rural areas and hard-to-staff districts.

Recruitment alone won’t fix it. We need to support, reward, and retain great teachers – and fire bad ones. I want Michigan to have the highest-paid teachers in the country, but pay should be merit based, not just a step increase for showing up for another year. Great teachers should be recognized and rewarded through merit pay. Poor teachers need to be shown the door. 

We also cannot ignore the $30 billion albatross hanging over our schools: MPSERS. Over 20% of a school’s payroll goes to this pension debt. If we ever want to put more money in the classroom, we have to fix the debt issue. Pay down the debt, stabilize the system, and finally let funding go where it belongs – into the classroom. Our plan is simple: take the $1.7 billion the governor is proposing to spend on higher education and use it all to tackle this debt.

Bottom line: Michigan should be a state where talented people want to teach, great teachers are rewarded for excellence, schools aren’t struggling to fund a broken pension system, and every student has access to a world-class classroom.

Nesbitt (R): We must reward our best educators, not lower the bar for credentialing. My administration will implement merit-based pay, offer retention bonuses for highly effective teachers, and provide tuition assistance for educators committing to rural areas. Most importantly, we will cut administrative red tape and remove divisive political agendas from classrooms so teachers can get back to focusing on the basics: reading, writing, and math.

Rebandt (R): Teacher shortages continue to challenge schools across Michigan. At the same time, many classrooms still rely on outdated models that do not reflect the needs of a rapidly changing world.

Here are several practical steps to expand the pool of qualified educators in Michigan. 

First, incorporate more modern learning tools and technologies, including career simulation programs that make learning more engaging for students.

Second, schools utilize adjunct teachers, similar to the model used successfully in higher education.

Third, retired teachers return to the classroom without facing financial penalties. Their experience is extremely valuable.

Fourth, encourage experienced professionals and seniors in the community to participate in education as guest speakers or part-time instructors.

Finally, Michigan will remove barriers that prevent skilled trades professionals — such as mechanics, carpenters, and other experts — from teaching career and technical education courses. Additionally, make it easier for individuals whose teaching certificates have expired to return to the profession.

These reforms would bring valuable real-world experience into classrooms while helping address staffing shortages.

Swanson (D): 

  • Focus on educator attraction and retention; position Michigan as a national leader in attracting and retaining educators; support and invest in educators; strengthen the education profession to build a stable, high‑quality workforce.
  • To address staff shortages in education, we must start with compensation. Salaries and benefits must be competitive enough to attract and retain talented people who have options in other fields. If we want smart, capable professionals to choose teaching—and stay—we need pay that reflects the complexity, workload, and responsibility of preparing the next generation for an AI-driven world.

Changing school metrics

The question: Michigan has repeatedly changed how it measures school performance over the past decade. Is Michigan’s approach to school accountability effective? Would you propose a different method?

Benson (D): Having led an educational institution with clear, delineable graduation standards tied to real outcomes, taking being ranked in the bottom tier nationwide to a top tier, I know what rigorous and consistent expectations look like and what they produce. Michigan’s K-12 system needs the same commitment – and we won’t get there with threats and closures and firings. Effective accountability means adopting a clear, comprehensive, globally competitive college and career readiness standard that every school can use as a north star, coupled with meaningful intervention  and support when schools struggle to meet those goals. That standard must be broad enough to account for individual needs and diverse pathways — from four-year college to skilled trades to military service — while ensuring every student develops the academic, career, digital, and financial skills they will need to thrive. Michigan’s students and educators deserve a system that is stable, rigorous, and focused on  success. 

Cox (R): – Protect education funding for PreK‑12 schools and establish a bipartisan task force to review Michigan’s current school funding model and develop a fair, transparent system that reflects student needs and true costs faced by districts. 

Duggan (I): The Michigan Legislature has changed the way school performance is measured in Michigan several times in the last 15 years. Throughout this chaos, student performance on test scores have plummeted to among the worst in America. As we restore the $1.3 billion being diverted from our K-12 schools, that funding must go into a system measured by an educator-driven school grading scale that is unchanged for at least a 5-year period. My proposed Office of School Support and Accountability would come in alongside school districts that aren’t meeting their marks and shape their path toward success.

The process will be straightforward and apply to every public school, whether it is traditional or charter. When a school receives a failing grade or falls into the bottom tier, the state will work with the principal and district on a specific improvement plan. Schools will get support and time to improve, but persistent failure will result in leadership changes under a fair and clearly-defined process.

Accountability should apply to Lansing too. Schools should not have to open their schools without a state budget, as they did last fall. My proposal fixes that: no budget, no pay. If the governor and Legislature fail to pass the school budget by the July 1st statutory deadline, their paychecks stop until they do their jobs.

James (R): Michigan’s families deserve better than a report card that keeps changing. I will push legislation to replace it with a system built on transparency, consistency, and continuous improvement so parents always know exactly where their child’s school stands. I trust parents and families to choose the best education for their children. Effective accountability in education can only be achieved by empowering parents with the broadest array of educational options. As Governor I will use every power at my disposal to give parents and taxpayers the maximum power to hold their schools accountable for results. 

Johnson (R): Michigan has changed its accountability system too often, and constant changes make it harder for parents and educators to understand how schools are performing. We need a stable system that is transparent and focused on whether students are actually learning core skills like reading, writing, and math. Parents should be able to more clearly see how their local schools are doing.

Leonard (R): Michigan’s school accountability system is a mess. It’s changed so many times that parents, teachers, and taxpayers no longer trust it, or frankly, even understand it. Every time the metrics shift, it becomes harder for families, teachers, and taxpayers to understand whether schools are improving. Accountability only works if it’s clear, stable, and useful. Right now, it’s none of those things. 

Let’s focus on the fundamentals: student growth, reading and math proficiency, school safety, and graduation readiness. And again, the foundation is 3rd-grade reading. If kids can’t read, nothing else matters. Every district must guarantee education transparency. Every school should be required to post its curriculum, staff training, and spending online so parents can easily see where the money goes. 

In addition, every school must post its latest 3rd grade reading scores online and inside every school, so parents immediately know how their school is performing. No excuses. No guessing. Bottom line: parents deserve transparency. Kids deserve results.

Nesbitt (R): Lansing bureaucrats constantly change metrics to avoid accountability and hide failing results. I will immediately reinstate the transparent A-F grading scale so parents know exactly how their local schools are performing. We will also restore Michigan’s “Read by Grade Three” law and ensure student academic progress is the primary metric in educator evaluations, empowering parents with the clear data needed to drive real improvement.

Rebandt (R): Michigan has repeatedly changed how it measures school performance, creating confusion and reducing transparency for parents.

The previous school accountability system was repealed during the 2023–2024 legislative session. Michigan must restore the A–F school evaluation system originally passed in 2018 under House Bill 5526.

This system required the Michigan Department of Education to evaluate schools across several performance areas, including mathematics and English language arts. It also required reporting on student subgroup performance so parents could better understand how well schools were serving all students.

Additional measures included chronic absenteeism rates, student educational growth between fall and spring assessments, and the identification of struggling schools that require improvement plans.

Teacher evaluations should also take student improvement into account.

Most importantly, the previous system helped identify struggling students early — particularly in third and fourth grade — allowing teachers and parents time to intervene before learning gaps became larger problems.”

Swanson (D): Protect education funding for PreK‑12 schools and establish a bipartisan task force to review Michigan’s current school funding model and develop a fair, transparent system that reflects student needs and true costs faced by districts.

School funding and equity

The question: Michigan has made gains in per-pupil funding in recent years but some districts are unable to pass bonds or sinking funds to fund school infrastructure. Are Michigan schools adequately funded, and would you like to change how Michigan doles out money to schools? If so, please describe how. Additionally, would you seek to alter funding for free pre-K and school meals?

Benson (D): State leaders have a moral responsibility to ensure every school has the necessary funding to support our educators and prepare our young people for the jobs of tomorrow.  Report after report tells us that schools in Michigan are underfunded.  This is because for the better part of three decades Michigan has defunded its schools at a higher rate than any other state in the country.  We need to restore that lost investment and replace our antiquated one size fits all funding model with a transparent equitable funding model that meets the unique needs of every school and every student.  

An equitable funding model will also use tools like our Opportunity Index to help ensure students living in poverty get the additional support they need to be successful, while providing sustainable funding for special education, career and technical education and infrastructure improvements. And yes, that means continuing to ensure we are providing meals for every child in the state, because all the data reinforcing the success of the current program underscores how much better kids learn when their bellies are full. 

Right-sizing funding for our schools and correcting the decades of disinvestment won’t be sufficient to ensure Michigan’s education system is among the best in the nation. We also need clear metrics for success, transparency requirements for how the money is spent and a robust graduation standard with effective accountability measures.  But as a mom and former educator, I know we can’t grow Michigan’s economy, keep our talent in state and make Michigan the best place to raise a kid and call home, without making well funded public education a priority for all of us.”

Cox (R): Michigan already has the fifth highest per-pupil spending in the country, yet we rank near the bottom in student outcomes. That tells us the problem is not simply funding; it’s how the system is structured. Indeed, the School Aid Fund has grown by over 70% over the past decade – well over twice the inflation rate.  

We must stop rewarding chronic failure. When schools repeatedly fail students, the answer cannot be to simply send more money into the same system. Instead, families should have more options and the ability to take their child, and their education funding, to a school that better meets their needs. Too many school systems today treat education funding as a jobs program for adults. As governor, my focus will be simple: education funding should exist to serve students and families.”

Duggan (I): Michigan’s school funding problem isn’t complicated. For years, Lansing politicians have raided the School Aid Fund to pay for problems in the General Fund budget. If they stopped the diversion, $1.3 billion would be available for classrooms, early childhood education, and making sure kids who need it can eat at school.

We should not reduce free pre-K or school meals. We should put the promised funding back into K-12 schools, weight the funding based on needs of the students, and focus on dramatic improvement in reading and CTE programs. You cannot expect voters to pass school bonds to put more money into their district when the state is continuing to divert the state tax revenue they previously approved to fund the system.

The real problem is that Lansing keeps putting partisan fighting ahead of results. Until that changes, Michigan will keep spending more money without getting better outcomes.”

James (R): Michigan’s education dollars should reach every child they were meant to serve, not be consumed by administrative bureaucracy that never touches a single classroom. Through executive action, we will find efficiencies across our nearly 600 school districts and conduct a full audit of school meal spending to ensure that no needy child goes hungry, no dollar is wasted, and savings are directed to the classroom. 

Johnson (R): Michigan taxpayers are sending billions of dollars into the education system every year, yet we continue to see academic standards and student performance slide. Before talking about new funding formulas, we need to focus on results. My administration would review how education dollars are being spent and make sure resources are actually reaching students, teachers, classrooms, and actually improving student outcomes.

Leonard (R): Michigan taxpayers have been generous, funding schools more each year, but unfortunately, they do not see the return on their investment. The problem isn’t just how much we spend; it’s also how the money flows. Too much gets eaten by bureaucracy, compliance costs, and long-term pension debt obligations. Before changing formulas, parents and taxpayers need clear, school-by-school transparency on where every dollar goes.  

At the same time, there is a legitimate challenge facing districts that cannot pass local bonds or sinking funds to repair or modernize school buildings. We should explore targeted infrastructure support, but with real accountability and transparency. And let’s have a real conversation about consolidation. Michigan has 10 times as many school districts as Florida. Half-empty buildings and bloated bureaucracy drain resources that should be in classrooms or going toward paying long-term debt. 

Here’s a hard truth: Michigan already spends over $15,000 per student when state, local, and federal dollars are combined. If advocates and politicians want “more funding,” the media should hold them accountable and not let them get away with a talking point. 

It’s time to make them put a real number on it. At some point, we need outcomes over dollars. Throwing money at the problem won’t fix it without the right policies in place. 

Early childhood programs matter. Kids need to enter kindergarten ready to learn, especially in literacy. Again, this starts with the science-of-reading, which should be taught in pre-K. Michigan should continue supporting early childhood education but ensure programs are measured by real outcomes, particularly early literacy gains.

On school meals, no child should be distracted from learning because they are hungry. At the same time, we should make sure these programs are administered responsibly and targeted effectively, prioritizing families who truly need the support while ensuring resources are used efficiently.

Ultimately, Michigan’s education funding system should focus on three principles: transparency, accountability, and putting resources where they actually improve student growth. Money alone isn’t the answer. If it were, our scores wouldn’t keep sliding even as per-pupil funding rises. “

Nesbitt (R): Michigan’s schools don’t lack funding; they lack proper prioritization. I will redirect funding straight into classrooms by cutting bloated state administrative spending and DEI programs, all without raising taxes. To ensure true access to opportunity, I will champion universal school choice so education dollars follow students, not systems. Finally, we must means-test programs like pre-K and school meals to support the working families who truly need them, keeping tax dollars focused on academics.”

Rebandt (R): Michigan has increased per-pupil funding in recent years, and when combined with local millages, schools receive substantial financial resources.

The real challenge is not simply the level of funding but how those resources are allocated.

I strongly support local control in education. The state should reduce or consolidate categorical spending requirements so locally elected school boards have greater flexibility to decide how best to use education funding.

Every school district faces different challenges. For example, rural districts often have significantly higher transportation and bus maintenance costs than urban districts.

Under my administration, Michigan will stop diverting approximately $1.5 billion from the School Aid Fund to support higher education, ensuring that those funds remain dedicated to K–12 students.

Swanson (D): – Protect education funding for PreK‑12 schools; stop using the School Aid Fund for unrelated priorities; establish a bipartisan task force to review the funding model and develop a fair, transparent system reflecting student needs and true costs.

– Expand access to preschool and Universal Young 5s. 

– Continue free breakfast and lunch programs for ALL Michigan public‑school students.

– No vouchers — public education funding will not be drained to private schools.

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