transition between remote and in-person instruction. Rather than viewing the pandemic as a setback, Harper Woods used the disruption to strengthen partnerships with state agencies and secure funding that might otherwise have remained inaccessible. The resilience McGhee describes isn’t abstract character building; it manifests in practical skills aligned with Michigan’s workforce demands. Statewide, CTE students who complete at least half their programs achieve a 97% four-year graduation rate at Harper Woods High School compared to 82% overall. Harper Woods applies this principle across all grade levels, starting in elementary school where students begin developing the adaptability that will serve them through career transitions decades later.“These generations with technology and AI are flexible, they’re malleable, they’re ready to move at any given time,” McGhee notes. “You have to have those skill sets that allow for that.” The pandemic didn’t teach Harper Woods to be resilient; it simply proved the district already was. THE EXCELLENCE INSTITUTE Construction crews are currently working to complete the Excellence Institute by early January. The $3 million project combines funding from two state sources: $1 million from Career and Technical Education grants and $2 million from Health and Human Services, specifically designated for construction trades programs. McGhee secured the money through persistent advocacy in Lansing, meeting repeatedly with state senators to make the case for Harper Woods. The Institute houses three core components that address different aspects of student development.A state-of-the-art workout facility will support athletic training and physical education classes, featuring what Thomas Wilcher, the district’s Athletic Director, believes may be “one of the largest training facilities in the state.” Students will learn proper exercise techniques using current equipment, then transition directly onto an adjacent track and football field without leaving campus.“We can get a whole class in and out to the next classroom. [They can] go to their English class and have everything done,” Wilcher says. 268 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 11
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