Creating a school culture of success for all students is a challenge for high schools in even the most affluent areas. The challenges are multiplied in some of the financially struggling areas in Chicago’s south suburbs.
But progress can be made. The students, teachers, support professionals and administrators at Rich East High School in Park Forest are proving it every day. (Watch the accompanying video.)
In the last two years, school improvement and student success at Rich East have been profound and measurable. Test scores are way up. The atmosphere in the school is one of achievement and success. Teachers, support staff and administration are united in their goal to make sure each student achieves and that Rich East is recognized for its high standards.
Progress so far is more than encouraging.
- In 2007, less than 40 percent of students were making AYP (Adequate Yearly Progress) in reading. In 2009, the percentage rose to 60.2 percent. In the same time period, math scores climbed to more than 55 percent from 33 percent achieving AYP.
- Most recent test scores in math and reading for “economically disadvantaged” students are also keeping pace with the achievement levels for all students.
- In 2009, Rich East reading and math scores exceeded state averages – most notable when more than 70 percent of all students at Rich East are in free and reduced lunch programs.
“We’ve developed a culture of pride in our school,” says Don Hagemaster, a chemistry teacher and IEA region chair who has been at Rich East for five years.
“Our principal is absolutely supportive of teachers. He cares about the kids and wants teachers to have what they need to succeed. The entire staff knows he’s going to do everything he can to support them.”
Don Hagemaster, teacher, and Mark Kramer, principal, say working together helps.
Principal Mark Kramer came to the school at the beginning of the 2008-09 school year. He says a great staff of teachers, support professionals and administrators was already in place on his arrival. His immediate focus turned to fostering a positive school climate – creating an entire school culture of high expectations.
“You can’t change instruction overnight,” says Kramer, “but you can change school climate. We started by making sure students were in class when they were supposed to be. We did hall sweeps and got them in class. We made it clear to the students that classes would start on time, that they needed to be there, that their achievement was important to us, and that they had to be present in class in order to be successful.”
Kramer also credits the entire staff for setting high academic standards and holding themselves as well as students accountable for achieving goals.
Mark Zaban, a veteran math teacher, contends that a supportive principal has been a key to school success.
“He (the principal) cares about us. He certainly cares about the kids. He’s very accessible to the faculty and the student body. He asked the question: ‘What can we do for you to make it better?’ When we told him some of the things we needed, if he could, he got them for us.”
Others at the school cite a variety of specific programs that have contributed to student achievement progress:
- Alignment of curriculum with state standards.
- Accountability standards for students and staff.
- Consistent standards for discipline.
- Mentoring for newer teachers.
- Advanced use of technology.
- Gender-based structures for freshman academies.
- Saturday programs for students, parents and community members.
- Corporate-sponsored mentorship programs for students.
- Rising membership in school booster club.
Each of these established programs plays an important role in student success.
Math teacher Stacy Dunn cites curriculum alignment and teamwork as key contributors.
“We’ve really come together with our curriculum and made it a district-wide curriculum,” says Dunn. “We work together and focus on our Prairie State Achievement Exams. We align our curriculum to that. That involves working with other teachers and having professional learning communities where we bounce ideas off of each other. We’ve also seen a change in the climate in our building.”
English teacher Kamaelah Jones says camaraderie at Rich East has fostered a learning atmosphere throughout the school. The students recognize it and appreciate it.
“There’s a really strong bond and that has a lot to do with our success,” says Jones. “Our students do want to accomplish, they do want to do things. They want to go beyond where they are right now. We help make that happen.
“It seems like we are at a point now where we can really see the light. I am just excited to see what the end will be.”
Principal Kramer agrees. He also cites the education association in the building as a positive contributor to school atmosphere.
“Association leaders stay in touch about school issues,” he says. “But we don’t see much separation of administration and teachers. It’s the teacher in the classroom that makes education happen. As an administrator, I’m there to support that and make sure they have everything they need. That’s what counts.”