Closing the Graduation Gap Through "a Culture of 'Us'"

• In Event: Disrupting Disruption: How Three School Districts Closed the Graduation Gap

Abstract

This presentation will focus on Union Public Schools, Oklahoma and how it has improved the educational opportunities and outcomes for its diverse student population. Sitting on the edge of Tulsa, the student population of Union has changed considerably over the past two decades. Between 2000 and 2020, the percentage of White students decreased from 70% to 30%, the percentage of English language learners doubled from 10% to 20%, and the percentage of students qualifying for free- or reduced-price lunch nearly quadrupled from 15% to 70%.

Currently the most diverse school district in Oklahoma, district leadership embraced the goal of 100% graduation, a goal which it has nearly realized. The graduation rate has risen from 74% in 2007 to 91% in 2019, five percentage points higher than the national average. It reached this achievement despite the fact that the district spends just $7,605 per student, $4000 less than the national average.

In this presentation, the district’s superintendent will discuss the elements that contribute to this achievement, explicating both what the district has done, and how – what supported important changes to the district’s culture, programs, and policies, and what enabled these changes to stick. He will discuss distinguishing elements of the district, including:
• Embracing a culture of inclusion designed to enfold every student and personalizing their educational experience.
• Focusing on early learning by offering preschool to 3- and 4-year-olds using the developmentally-appropriate, research-based Reggio Emilia pedagogy.
• Making STEM a key feature of the curriculum, from kindergarten through high school; using hands-on, laboratory-based instruction; and investing in opening an Innovation Lab in which students conduct experiments and work with the public to tackle real community issues.
• Operating community schools that offer a wide array of services, including after-school activities and health care, in every elementary school. Community partnerships enable community gardens, mentorship programs, and cooking classes, to name a few opportunities available to students, families, and community members at large.
• Adopting an “everyone participates” philosophy in the arts and athletics, beginning in preschool. There are no team cuts, even for the high school’s championship football team.
• Easing the transition to higher education or career by treating high school students as college-students-in-training. The district assigns administrative and counseling staff who know and stay with students during their entire high school experience, offers college classes at the high school, has a well-staffed college and career center, and engages with students who drop out, bringing many back through their credit-bearing adult education programming.

Evidence supporting these elements is based on data collected by the district over time: teacher and parent surveys, analyses of why students were dropping out, a review of every chronically absent student’s file and conversations with their families, and analyses of the achievement of each individual student.

This case provides critical insights into how districts with rapidly changing demographics can overcome the assumption that students’ performance would inevitably decline. Rather, by implementing an inclusive, personalized, multi-faceted approach, it can improve outcomes for all students.

Author

• Kirt Hartzler, Union Public Schools