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High school reform works for students
By M. Magdalena Carrillo Mejia, PhD
Superintendent, Sacramento City Unified School District
April 11, 2008
Sac City’s high schools have changed the conditions for student learning
by increasing rigor, adding relevance, and improving relationships by
supporting student success in two of the most important transitions of
student lives in K-12 education; the transition into high school and the
transition from high school to higher education and career.
We join together this morning in recognition and celebration of the work
of many acknowledged in our report of the first four years of
implementation of the district’s high school redesign initiative,
e21—Education for the 21st Century. Important lessons have been learned
and a number of achievements have been gained in Sac City and in the
handful of other districts around the country as each pioneered
transforming America’s high schools from 19th Century industrial models
to models of knowledge creation that require learning that is
personalized, inventive and co-joined with application. This has not
been an easy endeavor as researchers have noted that transformation of
America’s high schools has been one of the most elusive challenges faced
by educators during the last three decades of educational reform.
Fortunately, we have not been alone in this work. The support of our
numerous partners has been essential. We are deeply indebted to the
Carnegie Corporation of New York and the Bill and Melinda Gates
Foundation. Their generosity and especially their faith in our ability
to carry out this work is deeply appreciated….
…I would like to thank the most important partner in this reform, our
students. This initiative is for you, about you, and because of you we
are able to proudly unveil numerous indicators of success and can
proclaim that the financial and moral commitment by our many partners
has been a necessary investment in your future and the future of our
community, our city and our state.
Thank you achieving and succeeding. Additionally, please join me in
recognizing the principals, lead teachers and school improvement
facilitators who have given beyond expectations to ensure that
implementation produced positive results for our students.
Our students and staffs are to be commended for the positive results
achieved to date. I will share a few, our report provides a
comprehensive view. After four years of implementation Sac City’s high
schools provide 42 rigorous and relevant choices for students;
graduation rates have increased from 76.1 percent to 86.8 percent in
this four-year period; the drop-out rate has decreased from 13 percent
to 7 percent; First time passage rates on the high exit exam has
increased from 68 percent to 74 percent; business and community
partnerships have increased from 175 to more than 400; internship
opportunities for students have increased from 592 to 1,745. These
relevant statistics underscore the importance of the seven essential
elements of our reform: small, caring, personalized learning
opportunities; supports and safety nets for students; pathways to
post-secondary education and the world of work; rigorous and relevant
instruction; and home, school, community alliances. I personally extend
my thanks to student, family and staff member for your commitment to the
success of every student by name. Without this reform the dream of the
American high school would have continued to diminish for our students.
Editor’s Note: This column is adapted from remarks given by Dr. Mejia
as the release of the e21 Report to the Community on Friday, April 11,
2008.
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