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Annapolis students urge board to restore on-site driver training to reduce cost and access barriers
Summary
Annapolis High School students proposed bringing driver education back to campus, citing safety, access and cost barriers; they proposed a partnership with a licensed driving school, estimated fees and asked the board to consider subsidizing roughly $200 per student.
Annapolis High School student leaders told the Dearborn Heights School District No. 7 board on March 5 that restoring on-site driver education would improve student safety and broaden access to post‑high‑school opportunities.
The students — who identified themselves as Hanah SW, Cameron and Natalie — outlined a plan to partner with an established driving school, with the partner providing vehicles and instructors and the school’s librarian, identified in the presentation as Miss Victory, certified to teach classroom instruction. “Bringing driver training back to Annapolis would allow our students to receive their driver education at a lower cost in a more accessible environment,” one presenter said.
Their proposal included estimated program costs and logistics: an in‑school course model with one after‑school class of 15–20 students, Segment 1 priced at about $350 and Segment 2 at about $45; the students asked the board to consider subsidizing roughly $200 per participating student to reduce financial barriers. They also presented survey data from 101 respondents showing that time and cost were primary barriers (40.6% cited time; 32.7% cited cost) and said 65.4% of surveyed students would take driver training if offered on campus.
Board members asked clarifying questions about course length, mandatory driving hours, instructor certification and virtual-class options for students without transportation. Miss Dyro and other trustees sought details on how family‑provided driving hours would interact with instructor hours and whether the $350 fee covers the teacher and the car. Presenters responded that the partner school would provide vehicles and instructors and that the program model would mirror neighboring districts’ partnerships where virtual lessons complemented in‑person driving sessions.
Administration indicated the proposal would be routed to staff for further review, including scheduling and funding feasibility. The board did not take immediate action but asked the students and administration to return with more detailed budget and scheduling information.
The board’s follow‑up will determine whether the district pursues a pilot, potential subsidies and how the program would be prioritized among other district needs.
