Katie Katz Joins City Year Detroit as Development Director
Photo Courtesy: City Year Detroit
City Year Detroit recently announced the appointment of Katie Katz as development director. In her new role, Katz will implement the organization’s revenue strategy and lead efforts to engage City Year’s key community stakeholders in and around Detroit.
“As we continue to refine our long-term investment in targeted Detroit public schools, we look forward to implementing Katie’s extensive professional and philanthropic experience to help propel us toward our goals of improving graduation rates and providing complete, fulfilling educational experiences for the city’s students,” says Andrew Stein, executive director of City Year Detroit. “We’re thrilled to have Katie on board to help support the City Year Detroit team as we expand our presence and impact in Detroit.”
Katz comes to City Year Detroit from Honigman Miller Schwartz and Cohn in Bloomfield Hills, where she managed trusts and estate planning for high net worth individuals and families. Katz also served as vice chair of the firm’s Community Involvement Committee.
Currently, she serves as a board member for the Detroit Institute of Arts’ Founders Junior Council, an advisory board member for Detroit SOUP, and an advisory committee member to Michigan Community Resources. Katz holds a bachelor’s degree in history and political science from the University of Wisconsin-Madison and a Juris Doctor from Loyola University School of Law in Chicago. Katz was also recently recognized as a member of Oakland County’s “Elite 40 Under 40 Class of 2016.”
“I’m proud to join an organization that has made such a profound difference in the lives of Detroit students,” says Katz. “The City Year Detroit team’s commitment to service is palpable and will serve as an incredible asset as I work to grow corps membership and develop new donor relationships in support of this ever-important work.”
More than 300 schools in 28 cities nationwide, City Year supports students, teachers, and schools by providing the “people power” to effectively meet each student’s academic and social-emotional needs.